{"id":95,"date":"2021-02-10T13:51:10","date_gmt":"2021-02-10T18:51:10","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/selkirktbl\/?post_type=chapter&p=95"},"modified":"2021-03-30T15:22:19","modified_gmt":"2021-03-30T19:22:19","slug":"backwards-design","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/selkirktbl\/chapter\/backwards-design\/","title":{"raw":"Outcomes Based Design","rendered":"Outcomes Based Design"},"content":{"raw":"
<\/div>\r\nOutcomes based design, sometimes referred to as \"backwards design\"<\/em> or \"understanding by design<\/a>,\"<\/em> is one example of a curriculum design model. While there are many such models, backwards design provides a structured process of identifying relevant learning outcomes and then designing instructional modules, teaching strategies, and assessment and evaluative events to support them. Because TBL places so much weight on learner outcomes, backwards design becomes the most logical tool to design a TBL course and modules.\r\n\r\n[caption id=\"attachment_322\" align=\"aligncenter\" width=\"530\"]\"\" Using Biggs\u2019 Model of Constructive Alignment in Curriculum Design\/Introduction - UCD - CTAG, n.d<\/em>.[\/caption]\r\n\r\nWhile it is beyond the scope of this guide to completely cover curriculum design, this overview is intended to provide context for the foundation of TBL design. It is highly recommended to seek out courses on curriculum design, as well as TBL workshops.\r\n\r\n[embed]https:\/\/www.youtube.com\/watch?v=QbKx_tG99ho&feature=youtu.be[\/embed]\r\n\r\nOutcomes based design occurs in three stages:\r\n
1) Identify the Desired Outcomes<\/strong><\/em><\/h5>\r\nIn many cases, there is tendency to select readings and resources first and then developing activities and outcomes based on those. In designing a TBL course and individual modules, the first step is to begin at the end with desired outcomes and then work backwards to design the evaluative and assessment events to support the learning outcomes, and then developing the teaching and learning activities to ensure that they support the evaluative and assessment events (Bowen, 2017; McTighe & Wiggins, 2012).\r\n\r\nIn reimagining a course with a focus on application, analysis and evaluation, the verbs selected for the outcomes become key. When developing a course and module outcomes, it is important to consider the question, \"what do I want the students to be able to DO at the end of this course or module?\" (Michaelsen & Sweet, 2008; Roberson & Franchini, 2014; Sibley & Ostafichuk, 2015).\r\n\r\nBloom's taxonomy<\/a> of learning can be very helpful in identifying specific verbs to support this learning levelling.\r\n
2) Determine Assessment Evidence<\/strong><\/em><\/h5>\r\nThe next step in outcomes based design is to determine what will indicate that students have achieved the desired learning outcomes. In most post-secondary institutions, this evidence will often be attached to a grade and traditionally take the form of quizzes, exams and assignments. In the TBL context, evidence of learning may or may not be attached to a grade, and can simply be an activity that gives the instructor the opportunity to offer feedback<\/a> to the student (Bowen, 2017; McTighe & Wiggins, 2012).\u00a0In the TBL context specifically, evidence of successful learning is generated from the Readiness Assurance Tests (RAT) and the group application activities<\/a>. Assignment Design<\/a> should be undertaken intentionally and with consideration in order to meet the learning outcomes and support students in achieving the desired cognitive level of learning.<\/a>\r\n\r\nThe RAT will usually be comprised of multiple choice questions (MCQ) and associated with a low stakes grade. In most cases, the teams will perform better than most individuals and you will find that the Team Readiness Assurance Test (tRAT)<\/a> grade will be higher than the Individual Readiness Assurance Test (iRAT)<\/a>. Well designed MCQs must be designed using evidence based item response theory<\/a> in order to support conclusions drawn for both [pb_glossary id=\"423\"]formative assessment[\/pb_glossary] to support learning and [pb_glossary id=\"479\"]summative evaluation[\/pb_glossary] of learning.\r\n\r\nDevelopment of group application activities require equal attention and should follow the 4S framework<\/a> discussed later in this guide. These activities may be graded or ungraded and can be assessed by circulating through the teams (physically or virtually) while they engaged in the activity discussion and during the larger class discussion at the end (Michaelsen & Sweet, 2008; Roberson & Franchini, 2014; Sibley & Ostafichuk, 2015).\r\n
3) Plan Learning Experiences and Instruction<\/strong><\/em><\/h5>\r\nThe final phase of outcome based design is to plan the learning activities. As with developing the assessment events, planning the learning activities also requires careful consideration and alignment to ensure that they support the assessments, which in turn support the outcomes. (Bowen, 2017; McTighe & Wiggins, 2012).\r\n\r\nTraditionally these take the form of pre-class readings and lecture content and may still be components in your classroom. In your TBL adapted course, you will likely still have some form of pre-class preparation<\/a> and you may have some degree of clarification lecture<\/a> instruction as part of the [pb_glossary id=\"36\"]readiness assurance process[\/pb_glossary]. However, TBL learning and instructional events are often more active and learner involved, and depending on your design, you may find that these activities serve double duty as assessment tools as described above.\r\n\r\nThe RAT in particular, can serve as an instrumental learning activity due to the repeated exposure and opportunity for the learner to receive feedback, self-assess and apply new learning between the iRAT and tRAT phases of the RAP. The group application activities offer individuals learning support from the team as they collectively work through complex and relevant problems. Finally, all of these activities are completed with an open and resolving discussion of the problems presented, which manifests as a teaching opportunity for the instructor to provide feedback in the form of a consolidation of the learning (Michaelsen & Sweet, 2008; Roberson & Franchini, 2014; Sibley & Ostafichuk, 2015; Sibley & Roberson, 2016).\r\n
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<\/a>Bloom's Taxonomy<\/strong><\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nBloom's Taxonomy model was conceived of in 1949 and has since seen revision. While there are other models of learning cognition, Bloom's has been a mainstay for educators since its inception. It is used to guide educators as they codify their teaching and develop and measure learning goals and outcomes and (Adams, 2015; Anderson et al., 2001; Bouchard, 2011).\r\n\r\n \r\n

[h5p id=\"6\"]<\/p>\r\n

(Image from: Ekaza, n.d.)<\/em><\/p>\r\n\r\n<\/div>\r\n<\/div>","rendered":"

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Outcomes based design, sometimes referred to as “backwards design”<\/em> or “understanding by design<\/a>,”<\/em> is one example of a curriculum design model. While there are many such models, backwards design provides a structured process of identifying relevant learning outcomes and then designing instructional modules, teaching strategies, and assessment and evaluative events to support them. Because TBL places so much weight on learner outcomes, backwards design becomes the most logical tool to design a TBL course and modules.<\/p>\n

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Using Biggs\u2019 Model of Constructive Alignment in Curriculum Design\/Introduction – UCD – CTAG, n.d<\/em>.<\/figcaption><\/figure>\n

While it is beyond the scope of this guide to completely cover curriculum design, this overview is intended to provide context for the foundation of TBL design. It is highly recommended to seek out courses on curriculum design, as well as TBL workshops.<\/p>\n