Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan

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Prepare for Day 2
1. Using the work you did on the concept map, fill in columns 1 and 2 of the “Priorities chart” of the CDI Workbook.

2. Drawing from your concept mapping activity and the Priorities Chart, create course-level learning outcomes. See Learning Outcomes section of your CDI Worbook for suggestions on how to create course-level learning outcomes. These resources may also be helpful:

3. Share up to 4 course-level learning outcomes in this Google spreadsheet (first two columns only) before 9 am on Day 2 of the CDI.

MORNING[edit | edit source]

9:00 am -12:00 noon

Day 2 Learning Outcomes[edit | edit source]

Theme: Defining the “What”: Aligning Outcomes, Evidence & Assessment[edit | edit source]

Essential Question for Day 2: What counts as evidence of understanding?

On Day 2, you will start to align your course outcomes with evidence and assessment methods. You will begin to develop an assessment plan for your course by identifying how students can demonstrate their progress towards your learning outcomes. You will offer and integrate feedback on this aspect of your course design plan in progress.

By the end of day 2, participants will be able to:

  • Implement principles of alignment into their course design
  • Refine your course-level learning outcomes to reflect alignment with your "big ideas" and your assessment plans.
  • Articulate how formative and summative assessment practices impact learning
  • Select and/or design two or more assessment strategies that are aligned with your learning outcomes and reflect enduring value
  • Appreciate the iterative nature of course design.

Welcome[edit | edit source]

9:00 am - 9:20 am with Sue

Day 1 ReCap[edit | edit source]

  • Day 1 recap: address any muddy points (wiki discussion page or parking lot)
  • Share results of end of day poll on Day 1
  • Review Day 2 LOs (above).

What You'll Need for Day 2[edit | edit source]

  • Your CDI Workbook and plans in progress
  • Your learning outcomes (that you prepared for today and posted to the shared google spreadsheet)

Reflections on a Course Design (Part 1): John Vigna - Creative Writing[edit | edit source]

9:30 am - 10:15 am

Purpose: to offer a relevant example of course design as it looks in practice.

John will share his experience with designing a course.


Break[edit | edit source]

Learning Outcomes Debrief[edit | edit source]

10:30 am - 11:15 am - in Design Response Groups or as whole group

Purpose: an opportunity to get input on learning outcomes as you refine them.

Respond in Pairs:

a) Pair up with someone from your design group. Silently and on your own, take a few minutes to read each other’s learning outcomes (5 minutes)

b) Ask your partner some of the following questions (and ask follow-up questions to clarify) [20 minutes - 10 minutes each]:

  • How are your learning outcomes aligned with your big idea?
  • Are there aspects of your big idea that aren't being uncovered through your learning outcomes?
  • Do your learning outcomes lead to your intended enduring understandings and/or essential questions?
  • Are there enduring understandings or essential questions that are not represented by your learning outcomes?

Make sure you both have a turn to give and receive responses.

c) If you would like your partner's opinion on your learning outcomes and/or alignment, leave some time to ask for it.

d) Begin to revise your learning outcomes, as relevant, based on your reflections, discussion and input. (10 minutes)

Share as a Group (11:05-11:15)

  • Invite a few volunteers to write a revised course-level learning outcomes and share with the entire group.

Outcomes, Evidence & Alignment[edit | edit source]

11:15 am - noon with Gillian

Purpose: to introduce the concept of meaningful assessment and practice identifying evidence that aligns with learning outcomes.

AFTERNOON[edit | edit source]

1:00 - 4:30 pm

Evidence & Assessment[edit | edit source]

Promising Assessment Techniques at UBC[edit | edit source]

1:00 - 2:00 pm with Judy

An interview with Brett Gilley on 2-Stage Exam

Using Assessment as a Tool for Learning[edit | edit source]

Purpose: highlight 2 stage exam process as an example of assessment as a tool for learning.

Individual reflection:
  • Would a 2 stage exam process help learners meet learning outcomes?
  • Why or why not?
  • If you have a rationale for designing this into your course, add it to your plan.


Rubrics[edit | edit source]

BREAK 2:00 - 2:15 pm[edit | edit source]

Evidence & Assessment, Formative & Summative, and Alignments[edit | edit source]

2:15 - 3:00 pm - Independent Work

On Your Own
  • For 4 of your learning outcomes where you've identified evidence, identify how you plan to collect the evidence through assessments.
  • Think about your continuum of assessment which may include checks of understanding (e.g. oral questions, observations); traditional quizzes and tests; and performance tasks or projects.
  • Identify how students can demonstrate their progress towards learning outcomes
  • Identify which approaches to feedback are likely to assist the learning process for each learning outcome.
  • Consider who will assess (self, peer, instructor, auto)
  • Check that your evidence and assessment methods align with your big ideas and essential questions.

You can either work with each learning outcome individually, or work with all of them concurrently. Add them to column two of the 3 Column Course Planning Doc.


Assessment & Alignment: with Gillian[edit | edit source]

3:00 - 3:15 pm

Design Response Groups[edit | edit source]

3:15 - 4:00 pm

In Your DRGs, working in groups of two or three (15-20 minutes each)

Ask your partner(s) the following questions for each assessment identified:

  • What desired outcome(s) does this assessment support?
  • What domains of learning have you integrated into your outcome and assessment plan, and are they consistent (e.g. cognitive - 'know', affective - 'appreciate', psychomotor - 'do')?
  • Will this assessment yield appropriate evidence of the identified understanding?
  • Have you given students the opportunity to self-assess and reflect upon their learning and performance?

For assessments that involve performance tasks:

  • Do the tasks involve complex, real-world (authentic) application of the identified knowledge, skills and/or understanding?
  • Do the tasks allow students to demonstrate understanding with some choice, options or variety?
  • Could the task be performed well without a clear grasp of the understanding the task is meant to assess?


Debrief & Wrap Up[edit | edit source]

4:00 - 4:30 pm with Sue

  • Re-cap of Day 2 & preparation for Day 3
  • Parking lot items
  • Formative feedback: mapping on wall

Homework for Day 3[edit | edit source]


Day 3 will be about integrating learning activities to support the outcomes you have defined for learners and the evidence they are expected to produce. Spend time exploring the resources on Teaching and Instructional Strategies (we've curated a resource list for you, here on the wiki, Day 3 Resources). As you explore the materials think about the types of learning activities that will support your learners in the course you are designing, seeking alignment with your learning outcomes and assessment plans. Look at the instructions in the CDI Workbook to help you with this phase.

You may have previously identified a particular "learning challenge" or "learning pitfall" that your students experience in your course. If so, pay attention to how some of these strategies might address the learning challenge and support student's learning throughout the course.

1. As you explore the resources, identify some strategies/techniques you've used in the past, and some you are interested/considering using. Write 2 of the strategies you've used before on the WHITE cards. Write 2 of the strategies you're interested in using on the YELLOW cards. Bring these cards to Day 3.

2. Update your course design plan, integrating your ideas for learning activities into Column 3 of your 3-column course plan. These ideas can be drafty at this point, and we will work on alignment of learning activities on Day 3.

3. Update the same google spreadsheet, (Colums 3 & 4). Update your current assessment plans, and ideas of learning activities that you think might support your learners in reaching the desired outcome.

Day 2 Resources[edit | edit source]

Learning Outcomes[edit | edit source]

Assessment[edit | edit source]

Exam Wrapper
2 Stage Exam Process
Peer Assessment
Wikipedia Projects - UBC Examples
SPAN312 Murder, Madness, and Mayhem: Latin American Literature in Translation Jon Beasley-Murray
HIST 396 North American Environmental History Tina Loo
Linguistics Rose-Marie Déchaine
FNH 200 Exploring Our Foods Judy Chan

Learning Research[edit | edit source]

References[edit | edit source]

Allan, J. (1996). Learning outcomes in higher education. Studies in Higher Education 21(1): 93-108.

Harden, R. M. (2002). Learning outcomes and instructional objectives: is there a difference?. Medical teacher, 24(2), 151-155.

Kennedy, D., Hyland, A., Ryan, N. (2009). Learning outcomes and competences. Bologna Handbook, Introducing Bologna Objectives and Tools. Retrieved from:

Writing Learning Outcomes: A Guide for Academics (2007). Retrieved from:

License[edit | edit source]

Some rights reserved
Permission is granted to copy, distribute and/or modify this document according to the terms in Creative Commons License, Attribution-ShareAlike 4.0. The full text of this license may be found here: CC by-sa 4.0

When using this resource, please attribute as follows: developed by the University of British Columbia.