1. Course Design Overview
IN THIS SECTION
- Outcomes & Assessment
- Why Do Assessment?
- How Assessment Works
- Video Module: Using Assessment
- Big Ideas
- Threshhold Concepts
- Course Design Components
- Course Materials
- Open Education Resources (OER)
- Creative Commons and Public Domain
Current trends in course design are moving from teacher-centered approaches to more learner-centered approaches in order to foster deeper learning. Concurrently, there is a strong movement towards blended-style delivery formats. Traditional models of education have focused on inputs. Learner-centered, blended approaches focus on outputs; the knowledge, abilities, and competencies students have actually acquired.1
As such, assessment has become inseparable from outcomes, and indeed, the two are designed in unison to compliment one another. In this model, formative assessment is used on frequent intervals, to evaluate both the effectiveness of the teaching and measure if the desired outcomes are being achieved by students.
Under this new paradigm, outcomes and assessments are cyclical and recursive in nature. By using formative assessment at regular intervals, the class can be fine-tuned during the quarter if needed. The process can be referred to as the assessment/outcome cycle.
This section of the Teaching Handbook focuses on using a Backwards Design2 model to design a course by identifying outcomes and modes of assessment before making decisions about teaching strategies, instruction methods, course materials and assignment development.
1. Frye, R., Mckinney, G. R., & Trimble, J. E. (2006). Tools and Techniques for Course Improvement: Handbook for Course Review and Assessment of Student Learning. Western Washington University: Bellingham, WA.
2. Wiggins, G. & McTighe, J. (1998). Chapter 1: What is Backwards Design? In Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria, VA: ASCD (Association for Supervision & Curriculum Development).