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Understanding by Design by
Publication Date: 2005-06-01
Understanding by Design details a framework called Backward Design. The framework encourages instructors to identify the outcomes they want their students to know or be able to do as a result of their course before attending to and aligning those outcomes with assessment strategies and classroom activities.
Bloom's Taxonomy Resources
Purdue Foundational Learning Outcome Rubrics
This webpage of the Office of the Provost contains the Purdue University undergraduate learning outcomes on the following topics:
- Information Literacy
- Oral Communication
- Written Communication
- Science, Technology, and Math
- Human Cultures
- Carriveau, R.S., 2016. Connecting the dots: Developing student learning outcomes and outcomes-based assessment.
- Clark, R.A., 2002. Learning outcomes: The bottom line.
- Delany, C., Kosta, L., Nicholson, P., Remedios, L., & Harms, L., 2016. Identifying pedagogy and teaching strategies for achieving nationally prescribed learning outcomes.
- Lam, B.H. & Tsui, K.T., 2014. Curriculum mapping as deliberation--examining the alignment of subject learning outcomes and course curricula.
- Lynch, D.R., Russell, J.S., Evans, J.C., & Sutterer, K.G., 2009. Beyond the cognitive: The affective domain, values, and the achievement of the vision.
- Maybee, C., Bruce, C.S., Lupton, M., Rebmann, K., 2016. Designing rich information experiences to shape learning outcomes.
- Mulcare, D.M. & Shwedel, A., 2017. Transforming Bloom's Taxonomy into Classroom Practice: A Practical yet Comprehensive Approach to Promote Critical Reading and Student Participation.
- Reber, J.S., Downs, S.D., & Peterson Nelson, J.A., 2017. Effects of three pedagogies on learning outcomes in a psychology of gender lecture.