Planning for Course Alignment
“Why should assessments, learning objectives, and instructional strategies be aligned?” (Teaching
Excellence & Educational Innovation - Carnegie Mellon)
http://www.cmu.edu/teaching/assessment/basics/alignment.html
What is Alignment?
Critical course components work together to ensure that students achieve the desired learning outcomes. When
aligned, each of these course components is directly tied to and supports the learning objectives.
Task 1: List the Learning Objectives.
All courses should be designed starting with and based on the learning objectives. Learning objectives for each
course are specified by each discipline. You may have to “reorder” your list of objectives to fit a sequential
course delivery. The instructor has the option of including additional objectives. The learning objectives lead to
the desired course competency. All should be listed in the design matrix. Specifically, objectives are detailed
statements of what the learners will be able to achieve or be able to demonstrate as a result of completing a
course; they are statements of learner behavior. They describe the result of the learning process rather than what
or how the learner will be taught.
Task 2: Indicate the course module or week.
Each learning objective should have an identifiable “module” of instruction. Normally this module will equate
to a specific week that the class meets. As each learning objective requires support in terms of course material,
instructional strategy and assessment, it should be organized into a deliverable module.
Task 3: Indicate the course content to support each module.
Each learning objective should have identifiable course materials or content to support the instruction. Normally
this will equate to a chapter in the text, lecture notes, video clips, exercises, cases, slides, or guidelines prepared
by the instructor.
Task 4: Indicate the instructional strategy to support the learning objective.
Each objective should have a specific instructional strategy. This refers to your method of instruction such as
lecture, class discussion, discussion board activities, exercises, computer simulations, case analysis, etc.
Task 5: Indicate the method of assessment.
Each learning objective needs to have some measure of assessment to insure it was achieved. The assessment of
more than one objective could be conducted at the same time though a mid-term or final exam. However an
identifiable measurement must be made for each objective. Some common measures of assessment are quizzes,
feedback on discussion board forums, grading of papers, and feedback on case analyses or exercises.
Task 6: Prepare an instructional module for the course competency.
All learning objectives should complement or lead to the course competency. Demonstration of attaining the
desired course competency should equate to the major course assignment such as completion of a research
project, term paper, or a case analysis exam. A design module should be prepared for the course competency in
a similar manner as for the learning objectives.
Example: The following provides an example of how the matrix could be constructed. By including this in the syllabus or
on Blackboard the student has a clear course map. Instructors will also be able to validate achieving objectives and
determine if the textbooks and particular teaching strategies are effective. Please note that this is “one” method to design
a course. There are others. Contact your instructional designer to discuss the alternatives.
Course Goal
(Competency)
GEN-ED SLOs
Learning
Outcome
(Objective)
Task (Mastery of
Skill/Knowledge/Attitude)
Effective
communication
demonstrated
through teaming,
collaboration and
interpersonal skills
(21st century skill)
PHI2204- Be
conversant
with selected
topics of ethics,
their major
issues and
options
Team Debate – students will
be paired with a peer on
either side of an ethical
issue in current events (i.e.,
Texas HB2 Bill – should
abortion be allowed at any
time during pregnancy?)
High
productivity as
demonstrated
through the
ability to
produce
relevant, highquality
products (21st
century skill)
ENG1101Produce a
research
project that
correctly
incorporates
credible
outside
sources
using
quotations
and
paraphrasing
and
document
those
sources
using proper
citation
format
Essay#6 (Argumentation)
– students will write a
minimum of 1200 words
on either side of an
legal/ethical issue in
current events (i.e., tying
student loan interest rates
to market rates v. rates
being set by Congress)
Adaptive Learning– Content and
Support (breakdown of task into smaller
components with time estimation solely for
planning and accreditation purposes)
1) Research – 6 hours
Lecture on ethics and morality in modern
society
Video examples of current dilemmas
Tutorial on using electronic databases,
evaluating and citing sources
2) Developing (written) arguments – 2 hours
Handouts/presentation on argumentation
and debate
Interactive game to practice developing
arguments
Group wiki to collaborate on arguments and
evidence
3) Synchronous online debate with rebuttals
– 1 hour
Video tutorial on how to use the
synchronous tool
TOTAL = 9 hours
1) Research– 6 hours
 Handouts/presentation on
using electronic databases,
evaluating and citing
sources
 Synchronous instructor-led
meeting to discuss research
and writing tips
2) Establish position and thesis
development– 1 hour
 Tutorial on thesis
development
 Class discussion board for
student collaboration on
thesis statements
3) Writing paper with evidential support–
5 hours
 Lecture on writing an
argumentative essay and
explaining exemplars and
common errors
 Submission of paper to
Turnitin PeerMark for
student reviews
 Revision and submission
for grading
TOTAL = 12 hours
Learning Outcome
Assessments
1) Written summary of
the ethical issue
(pros/cons/
personal position)
2) Self-reflection on the
process
2) Peer evaluation of
teamwork
3) Performance RubricInstructor graded
1) Quiz on
argumentative writing,
grammar, MLA/APA
2) Self-reflection
3) Peer review of
paper
4) Product Rubric –
Instructor graded