Backward Course Design
The CFC follows an integrated backward design process. Instead of starting with content, we prioritize intended learning outcomes.
- Write observable and measurable learning outcomes by asking yourself what the student will be able to do with what they’ve learned in your course. We start with the statement, “As a result of completing this course, you will be able to…” with ‘you’ meaning the student.
- Design assessments: create assessments that will show you and the student that they have met the learning outcomes.
- Plan learning activities: design assignments and classroom or online activities that allow students to practice what they need to learn to do well on the assessments and meet the course outcomes.
- Decide on content: Determine the content you will provide that will give the students the foundational knowledge, skills, and abilities needed to practice and demonstrate they have achieved the course outcomes.
It is busy work if you have content, assignment, or assessment that is ‘nice to have’ but does not tie directly to a course outcome. All the course components must be aligned.
Course Alignment
To determine if all your course components align to the course outcomes, assemble your work in this table.
COURSE LEARNING OUTCOMESWhat will you (the student) be able to do by the end of your course? |
ASSESSMENTHow will the student show the instructor that they’ve met the learning outcomes? |
LEARNING ACTIVITIESPractice activities |
CONTENTResources, texts, videos, worksheets, quizzes, project or assignment instructions, etc. |
One outcome per line. An assessment will likely measure multiple outcomes so there doesn’t need to be a separate assessment for each. There may be multiple learning activities and content items that tie to one or more outcomes.
Objectives vs. Outcomes
What is the difference between course learning objectives and outcomes? This is a timely question since higher ed in general is moving more towards outcomes because we are increasingly being asked to show not just what we are teaching but also what the students can do with this new knowledge and skills. To prevent student confusion, use either objectives or outcomes, not both.
Barkley & Major (2022) in Engaged Teaching, discuss the differences between learning goals, objectives, and outcomes.
Learning Goals: Identify the target
Learning Objectives: Aim for the target
Learning Outcomes: Hit the target
Here are a couple of examples:
| Course | Goal | Objective | Outcomes |
| Project Management | Students will be able to manage complex projects using best practices from the Project Management Institute | Develop a project plan and timeline | Coordinate and sequence multiple tasks and responsible parties for a single or multiple projects. |
| Introduction to Pharmacology | Develop knowledge of pharmacology, pharmacokinetics, and pharmacodynamics to prehospital care. | Identify commonly use and prescribed medications associated with each body system. | Safely administer medications as an emergency medical care provider |
We use this active verb list from L. Dee Fink to write observable and measurable learning outcomes: