Backwards Design:Aligning Objectives, Assignments,

Assessments

Marc Boots-Ebenfield, Coordinator of Instructional Design & Distance LearningCenter for Teaching InnovationLibrary 312

Backward Design1. Goals: Abstract2. Objectives: Measurable3. Summative Assessment4. Activities / Assignments5. Content / Material

instructional strategy

4 Questions• What are the goals of your course?• What do you want students to be

able to do at the end of your course?• What are the core principles of your

course?• Describe your summative

assessment.

Degrees of Understanding

• Know = undefined depth of understanding

• Know= passing familiarity• Understand = some grasp of material

(can relate information in own words)• Be able to do = essential content /

understanding. Apply, evaluate, adapt

Learning What?A statement of a specific, measurable learning outcome. In other words “what will the student be able to do as a result of the lesson?”

Multiple Purposes• “Learning objectives are used to guide

the attention of the learner toward critical learning messages.

• Learning objectives are used to tell the learner what's in the course.

• They are used by instructional designers to guide the design of the learning.

• They are used by evaluation designers to develop metrics and assessments.”

http://www.willatworklearning.com/2006/06/new_taxonomy_fo.html

Multiple Forms• Pushkin

• demonstrate close reading of text by citing and reacting to specific passages

• define themes based on patterns identified through close readings• explain the place of the poet in Russian society at this time period

based on the persona exemplified in Pushkin’s poems • explain the role of literature in Russian society at this time period

based on the themes exemplified in Pushkin’s poems • demonstrate deep knowledge of Pushkin’s poetry through well-

crafted journal entries as judged by the journal rubric

Multiple FormsWho was Pushkin (1799-1837)• When did he write?• Who did he write for? Who was the Russian reading

audience?• Where does this work fit in his oeuvre?• Where does Pushkin fit in the development of Russian

literature?• What was going on in Russian at the time this poem was

written?• Who did Pushkin read- what we his literary influences?

GOAL: Make better citizens

Objectives:Describe local political events explaining the issues being discussed as they effect the individual and the state

Describe 5 key events in history of local politics (last 50 years)

List 4 ways to contact local representatives

Explain differences between major political parties on 4 key local issues

GOAL: Write a publishable short story

Objectives:

Students will write a short story containing a well developed conflict and resolution as described in the course. Scenes will contain specific, concrete details and polished transitions.

Culminating Project

Create the framework for an online course in WebCT including one

complete unit that follows the best

practices of online learning and course

design.

Course on Distance Learning

Objectives • The WebCT environment will provide participants with a ‘sense of place’

through clear structure, and navigation

• You will welcome participants to your course by using best practices for establishing closeness and trust in an online environment

• Course design will facilitate interactivity based on research and best practices

• The framework will reflect instructional design principles such as:– big ideas– focus on performance goals– clear learning objectives– student-centered learning– frequent, meaningful feedback including self-assessment

• You will evaluate your own course using a rubric for excellence in online course design

Analysis of SubcomponentsCourse design will facilitate interactivity based on research and best practices

• Explain meaning of interactivity and types of interactivity

• Define characteristics of interactivity in online environment (synchronous, two-way, initiator, level engagement)

• Describe design factors (architecture) that influence interactivity

• Differentiate interactions that increase course satisfaction and/or improve learning

• Create interactions reflective of best practices in course design

Backward Design1. Goals: Abstract2. Objectives: Measurable3. Summative Assessment4. Activities / Assignments5. Content / Material

instructional strategy

Unit 5: Interactivity1) Objective: explain meaning of interactivity and types of interactivity

1)Quiz/Assignment: Interactivity- definition and types

2) Objective: define characteristics of interactivity in online environment

2) Activity: Use the grid provided to find and describe interactions in our online course.

3) Objective : Describe design factors (architecture) that influence interactivity

3) Activity: Each group has been assigned a section of WebCT to critique. How could your section be improved based on (content).

4) Objective : Differentiate interactions that increase course satisfaction and/or improve learning

4) Activity: Create a rubric for evaluating interactivity in an online course.

Objectives=Activities=Assessments

Objectives=Activities=Assessments

Unit 1: Pushkin 1) Objective: demonstrate close reading of text by citing and reacting to specific passages 1) Activity: Indiv idual readi n g re s ponse journal 2) Objective: define themes based on pat terns identifi e d through close readin g s 2) Group d iscus s ion : Bronze Horseman - Publ ish or not? 3) Objective: explain the plac e o f the po et in Russian society at this time period based on the persona exemplifi e d in Pushkin’s poems 3) Group Discus s ion : of “trustworthy” narrator and persona in bronze horseman - Publish or not? 4) Objective: explain the role of literature in Russian society at this time period based on the themes exemplifi e d in Pushkin’s poems 4) Class disc u ss ion followed by Inte rpret ive paper

Backward Design1. Goals: Abstract2. Objectives: Measurable3. Summative Assessment4. Activities / Assignments5. Content / Material

instructional strategy

Unit 5: InteractivityContent: Taxonomy of interactivity in learning management systems

Quiz: Interactivity- definition and types

Activity: Use the grid provided to find and describe interactions in our online course.

Content: design factors that influence interactivity

Activity: Each group has been assigned a section of webct to critique. How could your section be improved to increase interactivity?

Content: interactions that increase satisfaction

Content: interactions that improve learning

Activity: Create a rubric for evaluating interactivity in an online course.

Integration of Course Components

GoalsGoals

Objectives

ObjectivesAssessmentsAssessments

Assignments

Assignments

Class Activiti

es

Class Activiti

es

ReferencesWiggins, G. & McTighe, J. (1998). Understanding by

Design. Alexandria, VA. ASCD.

Bloom’s Taxonomy: http://www.nwlink.com/~donclark/hrd/bloom.html