What is Backward Course Design?

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Backward course design, also known as backward design, is an approach to creating educational curriculum that begins with identifying the desired outcomes and then working backwards to create learning activities and assessments that align with those outcomes. This approach, first introduced by Grant Wiggins and Jay McTighe in their book "Understanding by Design", is considered to be more effective than traditional course design, which often starts with the selection of content and then tries to fit assessments and activities around it.

The backward course design process begins with identifying the desired outcomes, or what the students should be able to do or know by the end of the course. These outcomes should be clearly stated in terms of measurable, observable, and specific behaviors or knowledge. According to Wiggins and McTighe, "The key to designing effective curriculum is to start with the end in mind." Once the desired outcomes have been identified, the next step is to create assessments that will measure whether or not students have achieved those outcomes. These assessments should be closely aligned with the outcomes and should provide clear and specific feedback to both the students and the instructor.

After the assessments have been developed, the next step is to design learning activities that will help students to achieve the desired outcomes. These activities should be closely aligned with the assessments and should provide students with the opportunity to practice and apply the knowledge and skills that will be assessed. The activities should also be designed to be engaging and challenging for the students, and should provide opportunities for collaboration and critical thinking. According to McTighe and Wiggins, "When assessments and instruction are closely aligned, they mutually inform and reinforce one another."

Finally, the backward course design process involves selecting content that is closely aligned with the desired outcomes, assessments, and learning activities. The content should be relevant, engaging, and challenging for the students, and should be presented in a way that is easily accessible and understandable.

Backward course design has several benefits over traditional course design. By starting with the desired outcomes, it helps to ensure that the course is focused on what the students need to know and be able to do. It also helps to ensure that the assessments, activities, and content are closely aligned and work together to achieve the desired outcomes. This approach also allows for more effective use of class time and resources by focusing on the most important aspects of the course.

In conclusion, backward course design is an effective approach to creating curriculum that focuses on desired outcomes and aligns assessments, activities, and content to achieve those outcomes. As Wiggins and McTighe state, "Backward design forces teachers to be clear about what students should know and be able to do before they begin to design instruction." It helps to ensure that the course is focused on what the students need to know and be able to do, and makes more effective use of class time and resources by focusing on the most important aspects of the course. By aligning assessments, activities, and content with the desired outcomes, backward course design ensures that students are provided with a clear and coherent learning experience that is both engaging and effective.


Wiggins, G., & McTighe, J. (1998). Understanding by design. Association for Supervision and Curriculum Development.

  • McTighe, J., & Wiggins, G. (2004). Backward design. Educational leadership, 61(8), 8-13.

  • Wiggins, G., & McTighe, J. (2005). Understanding by design: professional development workbook. ASCD.

  • McTighe, J., & Lyman, F. (2006). The backward design of curriculum. Curriculum and Teaching Dialogue, 8(1-2), 9-26.

  • McTighe, J. (2013). Backward design and the common core. Educational leadership, 70(8), 12-17.

These references are considered as the "foundations" of Backward Design, and they can provide more in-depth information about the theory and practice of backwards course design. They could be used to support the key points made above and provide readers with additional resources for further study.

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