Applying the Backwards

Design Framework
2019 CAS Faculty Focus Workshop

Dr. Tara Rose, Director of Assessment

Dr. Josiah Nyangau, Assistant Director of Assessment
INTRODUCTION
Polling Questions
• How many of you are from Academic Units?
• Administrative Units?
• Have many of you are familiar with the Backwards
Design framework?
• How many of you have taught online courses or
plan to teach online courses?
• What do you hope to get out of today’s workshop?
What is Backward Design?

Backward - in reverse or contrary direction or

way…done or executed backward.

Design – to create, fashion, execute or construct

according to plan…to conceive and plan out…to have
a purpose.
Teachers are Designers.
~Wiggins& McTighe

Reference: Webster’s Dictionary

“You haven’t mastered a subject if you only possess skills and
facts in isolation and can only produce them on demand in
response to prompts. Mastery must be tested using authentic
tasks and scenarios at the heart of “doing” the subject. And
instruction for mastery must be designed backward from these
corner stone tasks.” ~Grant Wiggins

“To gauge different types of learning, we need a broader

collection of measures, with a greater emphasis on authentic,
performance-based projects”. ~Jay McTighe

“To begin with the end in mind means to start with a clear
understanding of your destination. It means to know where
you’re going so that you better understand where you are now so
that the steps you take are always in the right direction.”
~Stephen Covey

“Integration is more important than volume of content. Course

design integrates goals, activities and assessment.” ~Jose Bowen
Perspectives

Teacher Perspective Student Perspective

Learning Outcomes Assessment

Teaching and Learning Activities Teaching and Learning Activities

Assessment Learning Outcomes

Backwards Design Framework
• Stage 1: Identify the desired results
• Outcomes focused
• Stage 2: Determine acceptable evidences of
learning
• Assessment focused
• Stage 3: Design the learning experience
• Pedagogy focused
Intentional Alignment

Program Level
Outcome

Assessment Course Level

Learning
Outcome
Outcomes Pedagogy Unit/Lesson Level
Outcome
Backwards
Design
Framework Assessment

Instructional
Activities
 Design Backward

Assessment Lesson Unit Course Program

Deliver Forward

Adapted: Huba, M.E. and Freed, J.E. (2000). Learner-Centered Assessment on

College Campuses: Shifting the Focus from Teaching to Learning (p. 108). Allyn &
Bacon, Needham Heights, MA.
IDENTIFY THE DESIRED
RESULTS
STAGE 1
Applications in Higher Education
• Curriculum or co-curriculum development
• New academic programs or revision of existing
programs
• New administrative programs or revisions of existing
programs (i.e. student affairs).
• General Education
• Courses – online, traditional, hybrid
• The process begins with a clear understanding
of the desired results in mind – Outcomes
New Program Development
• Employer survey indicates a need for graduates
with a with a combination of:
• Chemical engineering skills
• Biology
• Strong interpersonal skills
Biochemical Engineering
• Interdisciplinary online BSc in Biotechnology

Biology Chemistry
 Program Design
• Develop an integrated Biotechnology curriculum
not just half Biology & half chemistry
• Faculty (and curriculum content) drawn from:
• Chemistry
• Biology
• Mathematics
• Physics
Program Design
• Challenges:
• Different Perspectives (e.g., epistemology,
pedagogy)
• Different proclivities and priorities
• Department idiosyncrasies - stakeholder “buy-in”
• This is where Backward Design becomes really
important
• The planning process begins with the end in
mind (i.e., overarching desired outcomes for
graduates
Learning Outcomes
• Describe what students are expected to know and be
able to do upon completion of a course or the program
• Organized according to three broad domains/types of
learning
• Content Knowledge= cognitive (what students are
expected to know)
• Abilities, skills, competencies = behavioral (what
students are expected to do)
• Values, dispositions/attitudes = affective (what
students are expected to care about)
• Learning outcomes are the results of the intervention/
intentional experience.
SMART Outcomes are…

• Specific outcomes must be very explicit on what you are

wanting the students to know and be able to do. Each
outcome should address only one achievement.
• Measurable outcomes should be written in a way that can
produce quantifiable evidence; using overt verbs.
• Attainable outcomes should be aggressive; consider what
your target will be. Don’t create an outcome that would be
difficult for undergraduate students to achieve.
• Results-oriented outcomes must be aligned to the
department, college, university goals and mission.
• Time-bound outcomes are written in a way that can
achieved within a certain timeframe (Certificate, Bachelor,
Master, or PhD level).
Key Questions
• What are students expected to know, understand,
and be able to do?
• What enduring understandings are desired?
• The big ideas that anchor the course or program
• They frame the core of desired results
• Focus on “transfer of learning” to other contexts (e.g.,
writing for various audiences or data analysis -
heuristics).
 Key Questions
• What essential questions will be explored to
provide focus to all learning and foster “meaning
making?”
• Focus on big ideas & frame teaching and learning
• Engage students and spur inquiry and meaning making
(not simple answers)
• Revisited throughout the course/program
• These questions and considerations help bring
clarity and focus to the curriculum design and
development process
Key Questions
Worth being
familiar with

Important to
know and do

Enduring
Understandings
Alignment
• Program Outcome
• Write clear and effective prose in several forms, using
conventions appropriate to audience (including
academic audiences), purpose, and genre.
• Course Outcome

STAGE 1
• Describe the history, role, and purpose of homeland
security.
• Lesson Objectives (Week 2)
• Know, understand and discuss the role of the
Department of Homeland Security
• Review the structure of DHS
• Know, understand and discuss legal aspects related to
homeland security
Remembering (know, define, repeat, describe, identify,
recall, list, tell, locate match)

Understanding (comprehend, classify, convert, explain,

summarize, predict, discuss, compare)

Applying (demonstrate, modify, arrange, solve, relate, apply,

examine, classify, illustrate)

Analyzing (infer, estimate, order, separate, subdivide, distinguish,

contrast, categorize)

Evaluating (critique, justify, discriminate, support, conclude, judge,

verify, assess, argue)

Creating (synthesize, design, formulate, revise, construct, compose,

invent, imagine, propose)
Activity 1
DETERMINE ACCEPTABLE
EVIDENCES
Stage 2
Key Questions
• How will I know if students have achieved the
desired results?
• What evidence will I use to gauge whether students
have achieved the desired results?
• What will I accept as appropriate evidence?
• What criteria will I use to evaluate the evidence?
Performance Task vs Other
Evidences
• Summative
Performance • Performance-based
Tasks • Constructed-response
• Photo Album

• Formative
Other • Content-based
Evidences • Selected-response
• Snapshot (or Selfie)
Types of Evidence

Performance Task(s) Other Evidences

• Case Study • Classroom Assessment
Techniques (CATs)
• Essay
• Homework prompts
• Skill demonstration
• Observation
• Project paper
• Discussions
• Presentation
• Quizzes
• Portfolios
• Tests (fill-in-blank, true-
• Research Paper false, multiple-choice)
• Reflective writing
• Open-ended tests
Evaluative Criteria
• Consider the desired result and what students must
know and do to achieve the desired result.
• Identify the criteria for achievement.
• Determine the type of rubric will you use:
• Checklist
• Scoring Guide
• Descriptive
Checklist Rubric

• Checklist rubrics generally provide criteria, but

there is not a scale or any performance indicators

Dimensions Present
Context and purpose for writing

Content development

Genre and disciplinary convention

Sources and evidence

Control of syntax and mechanics

Scoring Guide Rubric

• Scoring guide rubrics generally provide a scale,

but not performance indicators

Criteria 1 Weak 2 3 4 5 Strong

Purpose
Content
Structure
Sources
Grammar
Descriptive Rubric

• Learning Outcome
• Criteria for achievement of Learning Outcome
(generally listed on the Y-axis)
• Scale
• generally placed on the X-axis
• 3-6 point scales
• Performance indicators
• Descriptions of observable behaviors/performances
that indicate each point on the scale for each criterion
WRITTEN COMMUNICATION VALUE RUBRIC
5 4 3 2 1

Context of and Demonstrates a thorough Demonstrates adequate Demonstrates awareness Demonstrates minimal Assign a one to any work
understanding of context, consideration of context, of context, audience, attention to context, sample that does not meet
Purpose for Writing
audience, and purpose audience, and purpose and purpose, and to the audience, purpose, and to the minimum college-level
that is responsive to the a clear focus on the assigned tasks(s) (e.g., the assigned tasks(s) (e.g., performance, defined in
assigned task(s) and assigned task(s) (e.g., the begins to show awareness expectation of instructor cell 2.
focuses all elements of the task aligns with audience, of audience's perceptions or self as audience).
work. purpose, and context). and assumptions).

Content Uses appropriate, relevant, Uses appropriate, relevant, Uses appropriate and Uses appropriate and Assign a one to any work
and compelling content to and compelling content to relevant content to relevant content to sample that does not meet
Development
illustrate mastery of the explore ideas within the develop and explore ideas develop simple ideas in the minimum college-level
subject, conveying the context of the discipline through most of the work. some parts of the work. performance, defined in
writer's understanding, and shape the whole work. cell 2.
and shaping the whole
work.

Genre and Demonstrates detailed Demonstrates consistent Follows expectations Attempts to use a Assign a one to any work
attention to and successful use of important appropriate to a specific consistent system for basic sample that does not meet
Disciplinary
execution of a wide range conventions particular to a discipline and/or writing organization and the minimum college-level
Conventions of conventions particular specific discipline and/or task(s) for basic presentation. performance, defined in
to a specific discipline writing task(s), including organization, content, and cell 2.
and/or writing task (s) organization, content, presentation.
including organization, presentation, and stylistic
content, presentation, choices.
formatting, and stylistic
choices.
Sources and Evidence Demonstrates skillful use Demonstrates consistent Demonstrates an attempt Demonstrates an attempt Assign a one to any work
of high-quality, credible, use of credible, relevant to use credible and/or to use sources to support sample that does not meet
relevant sources to sources to support ideas relevant sources to ideas in the writing. the minimum college-level
develop ideas that are that are situated within the support ideas that are performance, defined in
appropriate for the discipline and genre of the appropriate for the cell 2.
discipline and genre of the writing. discipline and genre of the
writing. writing.

Control of Syntax and Uses graceful language Uses straightforward Uses language that Uses language that Assign a one to any work
that skillfully language that generally generally conveys meaning sometimes impedes sample that does not meet
Mechanics
communicates meaning to conveys meaning to to readers with clarity, meaning because of errors the minimum college-level
readers with clarity and readers. The language in although writing may in usage. performance, defined in
fluency, and is virtually the portfolio has few include some errors. cell 2.
error-free. errors.
 Alignment
• Program Outcome
• Write clear and effective prose in several forms, using conventions
appropriate to audience (including academic audiences), purpose, and

STAGE 1
genre.
• Course Outcome
• Describe the history, role, and purpose of homeland security.
• Lesson Objectives (Week 2)
• Know, understand and discuss the role of the Department of Homeland
Security
• Review the structure of DHS
• Know, understand and discuss legal aspects related to homeland security
• Assessment Evidence
• Students will complete, through writing and using critical thinking skills,

STAGE 2
the note-taking guide using the 11 elements of reasoning for
chapters 1 and 4.
• Students will write a 4-6 page essay on a legal aspects topic in Higher
Education.
Consider…
• List the types of evidences you typically use to track student
progress.
• What is it about the evidence, that shows you and the
students about their growth as learners?
• What will the student’s work on the activity tell you about
their level of achievement towards the desired result?
• How will the evidence of their work help guide students’
practice and improve the quality of their work?
• How will the evidence of their work help guide your
teaching practices?
• Are there ways to revise or rethink its use to make it more
effective?
Activity 2
DESIGN THE LEARNING
ACTIVITIES
Stage 3
Key Questions
• What learning experiences, instruction, pedagogical
strategies can I use to enable students to achieve
the desired results?
• What will need to be taught and how best should I
teach it in order for students to learn the desired
results?
• What materials or resources are best suited to
accomplish the desired results?
• Is the overall design coherent and effective?
New Labels: Professor/Lecturer
as…

• Designer
• Supporter
• Facilitator
• Motivational Coach
Type of Strategies
• Group discussions
• Interactive lecturing
• Role playing
• Team-based learning
• Guided note-taking
• Reflection
• Studios/Labs
• Flipped Classroom
Alignment
• Program Outcome
• Write clear and effective prose in several forms, using conventions appropriate to STAGE 1
audience (including academic audiences), purpose, and genre.
• Course Outcome
• Describe the history, role, and purpose of homeland security.
• Lesson Objectives (Week 2)
• Know, understand and discuss the role of the Department of Homeland Security
• Review the structure of DHS
• Know, understand and discuss legal aspects related to homeland security
• Assessment Evidence STAGE 2
• Students will complete, through writing and using critical thinking skills,
the note-taking guide using the 11 elements of reasoning for chapters 1 and 4.
• Students will write a 4-6 page essay on a legal aspects topic in Higher Education.
• Instructional activities
• Read Chapter 1 and Chapter 4 STAGE 3
• Watch the week two video
• Post a response to the Discussion Board question posed by the instructor.
• Post two additional responses to your classmates in the discussion board.
Activity 3
 We’d love to hear
from you!
Dr. Tara Rose, Director of Assessment
trose@lsu.edu

Dr. Josiah Nyangau, Assistant Director of Assessment

Josiah@lsu.edu

8:00 AM - 4:30 PM, Monday – Friday, 336 T. Boyd Hall, 225-578-4935 or www.lsu.edu/oie