Designing courses consists of bringing together learning outcomes, assessment and content in an aligned and holistic whole. Understanding what these components are and how they intersect also supports progress through the various phases of program review, since this process is designed to support an exploration of how well programs and departments are providing the best possible experience for student learning.
Learning Outcomes
“Learning outcomes are statements that describe the knowledge or skills students should acquire by the end of a particular assignment, class, course, or program, and help students understand why that knowledge and those skills will be useful to them” (What are Learning Outcomes?)
A learning outcome often starts with a sentence such as, “by the end of this course / program students will be able to…” followed by an action verb that indicates performance that can be measured. For more information on learning outcomes, check out the following resources:
BCIT Writing Learning Outcomes
Queens’s University – Developing Effective Learning Outcomes
Learning Outcomes and Assessment Handout
The Language of Learning Outcomes-Definitions and Assessments
Aligning assessment with learning outcomes
Learning Assessment & Alignment begins with identifying what knowledge, skills etc. you want students to learn and then looks at the best methods for assessing whether students have met those learning outcomes. For example, a multiple-choice quiz might not be the best method for assessing whether a student has developed their ability to think critically about a topic, but may be a good method to gauge a more entry level of understanding of key concepts.
For more information on resources on assessment and instructional alignment:
University of Calgary – Understanding Alignment & Assessment
How to Use Learning Outcomes and Assessment Criteria
Navigating the Course Design Process includes a section on aligning learning outcomes with assessment
For more information on course design:
Carlton University has resources on designing online courses and assessments.
Open Pedagogy Approaches has a useful chapter on the design and pedagogical background of a research-oriented course.
UBC Centre for Teaching, Learning & Technology has a multiple resources for faculty, including ideas for Designing Courses using backwards design.
A Self-Directed Guide for Designing Courses for Significant Learning
