What is backwards design in lesson planning, and what are its key steps?

• A. Begin with activities and then decide what to assess.
• B. Start with desired outcomes, determine acceptable evidence, plan learning experiences and instruction.
• C. Focus on assessment design before curriculum.
• D. Map assessments to standards after instruction.

Answer: (B)

Backwards design begins by clarifying what students should ultimately be able to know and do. The process starts with identifying desired results—the standards, big ideas, and enduring understandings you want students to demonstrate. Next, you decide what counts as acceptable evidence of those outcomes—designing assessments, performance tasks, and rubrics that show mastery. Finally, you plan the learning experiences and instruction that will lead students to meet those outcomes and perform well on the assessments. This order keeps everything aligned: goals drive assessment, and both steer the teaching and learning activities.

For example, if the goal is for students to craft a persuasive argument with strong evidence, you would first specify the performance task and create a rubric to assess claim strength, reasoning, and use of sources. Then you’d design lessons, practices, and resources that build those skills, along with opportunities to practice and receive feedback before the final assessment.

Starting with activities anchors teaching to what students will be doing, but it may miss defining what success looks like. Focusing on assessment design before curriculum shifts the sequence away from setting clear goals first. Mapping assessments after instruction means you’re evaluating after the fact rather than guiding planning from the outset.