Alignment is about establishing a foundation upon which the rest of the course is based. This means that the core elements of a course reinforce each other and work together. In this step, you will build upon what you have learned about writing effective student learning outcomes to create alignment with your course learning outcomes, modular/weekly learning objectives and assessments and activities.

To begin, take a brief look at the Section 2 QLT objectives specifically aimed at alignment:

2.1 All Student Learning Objectives/Outcomes (SLOs) are specific, well-defined, and measurable
2.2 Grading policy is provided in a manner that clearly defines expectations for the course and respective assignments
2.3 The learning activities (including the assignments and ungraded activities) promote the achievement of the SLOs
2.4 The assessment instruments (e.g. rubrics) are detailed and appropriate to the student work and respective outcomes being assessed. This includes assessing modes of online participation and contributions
2.5 Throughout the semester, the instructor provides multiple opportunities to give feedback on student learning, as well as helping students "self-check" their learning

Keeping these objectives in mind, we will look at a course development strategy utilizing the backward design model in creating alignment.

Course Development Strategy

You will begin by looking at your Program Student Learning Outcomes (PSLOs). Since the same PSLOs apply across all courses within the degree program, there is intentional repetition. PSLOs broadly describe academic skills common to most disciplines. Students should be: introduced to the material in one course, in later courses gain practice, and in the final courses gain mastery. Given where your course sits within the degree program, you will need to address the PSLO at the appropriate level when writing your Course Learning Outcomes (CSLOs). The CSLOs may already be defined by your department, however, they are more specific in that they are aligned within progression from introduction to mastery of the PSLOs. From here, you will begin to identify the knowledge and skills needed to support each of your CSLOs -- these are your module/weekly objectives. Consider the levels of Blooms Taxonomy.

Once you know the module objectives, which describe a performance, the method of assessment will be clear. Working backward from there, you determine what activities/assignments will provide the students with sufficient practice, what resources you need to provide to students, and how you will ensure they interact with these resources.

Instructional Development Services from CSUSM

Alignment Examples

Example of Poor Alignment

Objective: Demonstrate an understanding of the historical, legal, and ethical perspectives that led to inclusive education for students with disabilities

Assessment: Quiz 1 - Students will identify the cases in a matching item in a quiz

Examples of Positive Alignment

Objective I: Identify the historical, legal, and ethical perspectives that led to inclusive education for students with disabilities
Assessment I: Students will identify the cases in a matching item in a quiz
Objective II: Analyze classroom for students with special needs

Assessment II: Observation paper and peer reflection postings about perceived observations

by California State University, Quality Assurance Program