Aligning Learning Goals and Assessment
Making our courses transparent for all our students involves drawing clear connections between the learning goals of a course, the kinds of assignments used to evaluate or assess student learning, and the kinds of learning experiences the course will provide as preparation for those assignments. Explaining clearly how these parts of a course interact helps students understand why we ask them to do certain things, what they can expect to learn by doing them, and how they can succeed in our classes.
Carleton Resources
Engaging ChatGPT in the Classroom
LTC Teaching Toolbox resource page
Teaching With and Around ChatGPT and Other Tools
LTC Blog post
German Summer Circle Report: Syllabus Workshop
LTC Blog post
Transparency in Learning and Teaching (TILT)
LTC Teaching Toolbox resource document
LTC Teaching Toolbox resource document
The Invisible Curriculum and First-Generation Students
LTC Teaching Toolbox resource document
LTC Teaching Toolbox resource document
Effective Feedback
LTC Resource document
LTC Resource document
Example of Resilient Course Design for an Interactive Lecture Course
LTC blog post
LTC blog post
Annotated Bibliographies as a Way to Map the Scholarly Conversation
LTC Lunch video from 2/22/2021
LTC Lunch video from 2/22/2021
Feedback and Assessment in Collaborative Projects with Students
LTC Lunch video from 10/22/2019
LTC Lunch video from 10/22/2019
Creating Meaningful Assignments
LTC Lunch video from 10/3/2018
LTC Lunch video from 10/3/2018
Transparent Assignment Design
LTC Blog post
LTC Blog post
Backward Design and Feedback
LTC resource sheet
LTC resource sheet
Syllabus and Assignment Design for Inclusive Classrooms
LTC Teaching Toolbox
LTC Teaching Toolbox
Tech Toolkit – We Need a Bigger Toolbox! Flexibility in assessment, multiple ways to demonstrate learning.
LTC Lunch video 11/19/2021
LTC Lunch video 11/19/2021
Creating Meaningful Assignments
LTC Lunch 10/3/2018
LTC Lunch 10/3/2018
Feedback and Assessment in Collaborative Projects with Students
LTC blog post
LTC blog post
Materials from other Colleges, Universities, and Organizations
- Understanding by Design from Vanderbilt University Center for Teaching
- Grant P. Wiggins and Jay McTighe,. The Understanding by Design, 2nd ed. (Alexandria, VA: AS CD, 2005).
Print copy available in the LTC library. - Grant P. Wiggins and Jay McTighe, The Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units (Alexandria, Va: ASCD, 2012).
- Transparency in Learning and Teaching (TILT) Higher Ed Examples and Resources
- Rollins College, “Anti-Racist Assessment”
- Course Workload Estimator: Created by Rice University. This tool’s research-based information about reading rates is particularly helpful in estimating the time required for the assigned readings, depending on the depth of understanding that is expected.
- Ryan S. Bowen, “Understanding by Design” Vanderbilt University Center for Teaching.
- Georgetown University CNDLS, “Designing Backward”
- Eodice, Michele, Neal Lerner, and Anne Ellen Geller. The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education. Logan: Utah State University Press, 2016.
- Carnegie Mellon University, Eberly Center, Why should assessments, learning objectives, and instructional strategies be aligned?
- University of Wisconsin-Madison, Design+Teach+Engage, Learning Objectives and Alignment
- Rollins College, “Anti-Racist Assessment”
- Derek Bok Center for Teaching and Learning, Harvard University, “On Learning Goals and Learning Objectives“