Constructive Alignment for

Course Development

Janet Rankin, Ph.D.

Interim Director
The Teaching & Learning Lab @ MIT
29 June 2017 1
 What’s going on??

didn’t
”get it”

“got it”

passed exam failed exam

Mazur, E. (1997) Peer Instruction, and Kember & McNaught (2007) Enhancing University Teaching.
An example

You WANT students to be able to create a graphical

representation of a process or concept.

On the exam, you ask students to interpret a graph.

Intended Learning Outcomes

By the end of today's session, you will be able to:

• Create measureable, specific, student-centered & realistic
intended learning outcomes that describe what you actuall
want students to learn.
• Select types of assessments that accurately assess your
learning outcomes
• Develop questions that aligned with your learning outcome
Today you will:

• Write Intended Learning Outcomes (ILOs) for topics in yo

course
• Give feedback to your peers on their ILOs
• Select types of Assessments
• Write questions to measure your students’ attainment of
ILOs
 Constructive Alignment
Intended Learning
What
Outcomes (ILOs)
should
learners
know or be
able to do? Teaching Learning
Activities (TLAs)

How will How will

learning be the
measured? learners
learn?
Assessment
Tasks J.B. Biggs, (2003)
Backward Design

Identify Desired
Results
Intended
Learning
Outcomes
Plan Learning
Experiences &
Instruction
Teaching &
Learning
Activities Determine
Acceptable
Evidence
Assessment
Tasks

Wiggins & McTighe

 Constructive Alignment
Intended Learning
What
Outcomes (ILOs)
should
learners
know or be
able to do? Teaching Learning
Activities (TLAs)

How will How will

learning be the
measured? learners
learn?
Assessment
Tasks J.B. Biggs, (2003)
Intended Learning Outcomes

What your students should know or be able to do by the

end of your course.

They are:

● Specific
● Realistic
● Measureable
● Student Centered
Intended Learning Outcomes

Knowledge
What students should know and understand
by the time the course is completed.

Skills
What students should be able to do by the
time the course is completed.
 Learning outcomes are NOT…

• A list of topics to be covered

• Actions that you (the instructor) will

perform

• Value statements

• What you hope students get from the

course
 Your learning outcomes should address a range of
cognitive processes

create

evaluate

analyze

apply
understand

remember / know that

http://www.celt.iastate.edu/pdfs-doc Bloom (1956), Anderson et al

s/teaching/RevisedBloomsHandout. (2001)
pdf
Les ILOs dites à vos élèves ce qu'ils savent ou vont
pouvoir faire
● Démontrer - demonstrate
● Prévoir –predict
● Dériver – derive
● Esquisser – sketch
● Désigner – designate
● Resoudre – solve
● Discuter – discuss
● Expliquer – explain
● Valuer- evaluate
● Analyser – analyze
● Identifier – identify
● Apprécier – appreciate
● Intégrer – integrate
● Classer – classify
● Interpréter – interpret
● Collaborer – collaborate
● Justifier – justify
● Comparer – compare
● Organiser – organize
● Calculer – calculate
● Réagir – respond
● Contraste – contrast
● Déclarer – declare
● Définir – define
● Synthétiser – synthesize
ILOs: Examples
• Use linear systems tools, especially transform
analysis and convolution, to analyze and predict the
behavior of linear systems
• Compare and contrast different systems
engineering models and techniques, including
traditional techniques versus emerging,
system-theoretic techniques.
• Critique the predicted or actual performance of a
material in application, judging its suitability for the
purpose.
• Interpret and critique research papers in the field
of information theory.
Same topic - Different cognitive processes

Topic: Interstitial sites

• Identify interstitial sites in various crystal structures
• Calculate the maximum size of interstitial ions in a
variety of crystal structures
Topic: X-Ray diffraction
• Apply Bragg’s law to calculate d-spacings
• Index unknown diffraction patterns
Same topic - Different cognitive processes
Topic: VSEPR theory
• create a list of recommendations of when to use each
theory taking into account the trade-off of effort and
accuracy
• evaluate the accuracy of each theory in predicting the
geometry of transition metal compounds
• compare and contrast the geometry of XYZ molecule as
predicted by VSEPR theory and molecular orbital theory
• apply VSEPR theory to predict 3D molecular structures
from 2D Lewis structures
• explain the assumptions of VSEPR theory
• list the common geometric shapes found in simple
molecules
Learning outcomes should be specific,
measurable & realistic
In pairs, rewrite one of these ILOs to make it:
specific, measurable, realistic, student-centered.
1. Understand how to use t-tests in data analysis
2. Gain an appreciation for the use of linearization techniques
3. Write persuasively
4. Have an intuition for the most effective method of integration
for a given problem
5. Provide students with problem solving tools & strategies
6. See connections among disparate areas of knowledge
7. Develop critical thinking skills
8. Use thermodynamics to solve engineering problems
9. Build a race-car
10. Learn to use Laplace transforms to solve differential equations
Think - Write

Identify 5-10 topics from a class that you will teach

in the near future.

(10 minutes)
Think - Write/Pair - Share
Using your list of topics:
1. Consider what students should be know or able to do
with each topic - use the verbs in the first column to
guide you.
2. Draft learning outcomes using the verbs associated
with the appropriate row. Write them in the
table.[http://shoutkey.com/degree]

3. In groups of 3, discuss your outcomes and give

feedback - are the ILOs: Measurable, Specific, Realistic,
Student-focused?

https://docs.google.com/document/d/1Zz_UnblEaNS6asd2LdcAC3Je-gaoEnp42PdacF5rT0A/edit?usp=sharing
 https://padlet.com/jrankin2/j05ayci45t7u

+++ BREAK +++

Please write down any questions you have

about this session on the Padlet:
http://shoutkey.com/papaya
 Constructive Alignment
Intended What
Learning should
Outcomes learners
(ILOs) know or
be able
to do? Teaching
Learning
Activities
How will How will (TLAs)
learning
the
be
learners
measured?
learn?
Assessment
Tasks J.B. Biggs, (2003)
Break up your class with discrete blocks of material

active learning
active learning

3-4 minute
3-4 minute

Smith, et al Pedagogies of
Engagement: Classroom-based
Practice, JEE, January, 2005
Teaching & Learning Activities

Think of a time as a LEARNER, when you felt that

an activity you were engaged in was really helping
you learn.
Choose learning activities that support your ILOs
ILO #1 ILO #2 ILO #3 ILO #4
I.D. phases Generate phase Explain the Calculate products
on a phase diagrams using a relationship and amount from a
diagram given solution between S & U set of reacting
models species

T & L Activity A X
Show a
worked/partially Use a blueprint
worked example of a
weight of products
calculation

T & L Activity B X
Pass the pointer w/
displayed diagram

T & L Activity C X
Small group work - in
class

T & L Activity D X
Pre-Class Q
Teaching & Learning Activities - Next Week

Active Learning & Worked Examples:

Dr. Lourdes Alemán

Educational Technology:
Dr. Dipa Shah
+++ TEMPS D’ETIREMENT +++
 Constructive Alignment
Intended What
Learning should
Outcomes learners
(ILOs) know or
be able
to do? Teaching
Learning
Activities
How will How will (TLAs)
learning
the
be
learners
measured?
Assessment learn?
Tasks
J.B. Biggs, (2003)
Your ILOs should address a range of cognitive processes

create

evaluate

analyze
apply

understand

remember

Your assessments should address a range of cognitive

Bloom (1956), Anderson et al (2001)
processes
What’s the point of assessment ?
Choose the assessments that support your ILOs

Consider the:
● Types of assessments that you use
● Specific questions that you ask

30
Assessment Tasks

● Depend strongly on the ILOs

● Tell you and your students the extent to which they have
achieved the ILOs
● May be formative or summative assessments
○ Active learning
○ Problem sets
○ Research papers (with or without scaffolded feedback)
○ Final projects (with or without scaffolded feedback)
○ Exams
Formative and Summative Assessments

Formative Summative
● Clicker questions ● Exams
● Quizzes ● Final Projects
● MUD Cards ● Research Papers
● Other active
learning activities

● Problem Sets/Homework
What TYPES of assessments do you use in your
courses? Why do you use them?

33
Choose the assessments that support your ILOs
ILO #1 ILO #2 ILO #3 ILO #4
I.D. Generate Explain the Calculate
phases phase relationshi products and
on a diagrams p between amount from a
phase using a given S&U set of reacting
diagram solution species
Use a blueprint
models
Assessment A X
FactSage Project

Assessment B X X X X
Problem set
Assessment C X
Exam 2
Assessment D X
Pre-Class Q
Think-Share ~20 min
Individually, using the the table provided:
● Select TYPES of assessments that can accurately
measure the extent to which your students have
achieved the specific ILOs
● Consider the details of implementation
○ resource requirements (materials, time, support)
○ student concerns

In pairs:
● discuss your decisions
● I.D. benefits and drawbacks.

35
Ask ILO-aligned questions: Be thoughtful about
the questions that you ask
● List the 5 levels of Bloom's Taxonomy
● For each of the 5 levels of Bloom's, articulate
an ILO that corresponds to that level (for a class
you will teach)
● Create assignments or questions that measure
the extent to which your students have met
your ILOs.

36
Large group: Level 1 - Remember
Moving along Bloom’s Define “hypothesis”.

Identify the current level of Bloom’s taxonomy, and

rewrite the prompt to move it up or down in level:
Level 2 - Understand
Describe an experiment that could be used
to test a hypothesis.
Level 5 - Evaluate
Level 4 - Analyze
Critique the utility of a
Analyze data in support of a
proposed experiment in
hypothesis.
testing a stated
hypothesis.
Level 6 - Create
Develop a hypothesis for a specific experiment.
 Think-Pair-Share:
Identify the Level of Bloom’s
1. Describe nuclear transport to a lay person.
2. Provide an example of a cell signaling pathway.
3. Identify the correct definition of osmosis.
4. Interpret data, graphs, or figures.
5. Diagnose a condition/disease from a case study.
6. List the parts of a plant cell.
7. Create a model to describe a physical system.
8. Critique an experimental design or research
proposal.
9. Identify the parts of a eukaryotic cell.proposal.
10. Predict what happens to X if Y increases.
Questions to address in an assignment prompt

● Why are you giving students this assignment?

● What is it's purpose
● What do you expect students to learn?
● What should the completed assignment look like?
● Who is the audience?
● What knowledge/skills do you want students to
demonstrate?
● What is the required formatting/structure?
● How does it contribute to their grade in the course?
● Can/should they work with others?
Small Group (4) Activity ~25 min
• With an ILO from your course or class in mind,
develop a homework/exam prompt or question.
I.D. the level of Bloom’s.
• You may use online resources for reference.
• Share your questions in small groups.
• Be prepared to share with the group.
 Wrap-up

• What questions do you still have?

• What comments/thoughts do you want to share?