Ensuring Outcome-Based Curriculum Coherence through Systematic CLO-PLO Alignment and Feedback Loops
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| Title: | Ensuring Outcome-Based Curriculum Coherence through Systematic CLO-PLO Alignment and Feedback Loops |
|---|---|
| Language: | English |
| Authors: | Moncef Derouich (ORCID |
| Source: | Discover Education. 2025 4. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Outcome Based Education, Course Objectives, Learning Objectives, Models, STEM Education, Evidence Based Practice, Feedback (Response), Instructional Design, Accountability, Instructional Effectiveness, Academic Standards |
| DOI: | 10.1007/s44217-025-00915-7 |
| ISSN: | 2731-5525 |
| Abstract: | This study proposes a quantitative framework to enhance curriculum coherence through the systematic alignment of Course Learning Outcomes (CLOs) and Program Learning Outcomes (PLOs), contributing directly to the continuous improvement of outcome-based education. Grounded in widely recognized accreditation standards such as ABET and NCAAA, the model introduces mathematical tools that map exercises, assessment questions, teaching units (TUs), and student assessment components (SACs) to CLOs and PLOs. This dual-layer approach--combining micro-level analysis of assessment elements with macro-level curriculum evaluation--enables detailed tracking of learning outcomes and helps identify misalignments between instructional delivery, assessment strategies, and program objectives. The framework incorporates alignment matrices, weighted relationships, and practical indicators to quantify coherence and evaluate the overall performance of a course or program. Application of this model reveals gaps in outcome coverage and underscores the importance of realignment, especially in cases where specific PLOs are underrepresented or CLOs are not adequately supported by assessments. The proposed model is practical, adaptable, and scalable, making it suitable for academic programs in science, technology, engineering, and mathematics (STEM). Its systematic structure supports institutions in implementing evidence-based curriculum enhancements and provides a reliable mechanism for aligning teaching practices with desired learning outcomes. Ultimately, this framework offers a valuable tool for closing the feedback loop between instructional design, assessment execution, and learning outcomes, thereby promoting greater transparency, accountability, and educational effectiveness. Institutions that adopt this model can expect to strengthen their quality assurance processes and ensure that students graduate with the competencies required by academic standards and professional expectations. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495386 |
| Database: | ERIC |
| Abstract: | This study proposes a quantitative framework to enhance curriculum coherence through the systematic alignment of Course Learning Outcomes (CLOs) and Program Learning Outcomes (PLOs), contributing directly to the continuous improvement of outcome-based education. Grounded in widely recognized accreditation standards such as ABET and NCAAA, the model introduces mathematical tools that map exercises, assessment questions, teaching units (TUs), and student assessment components (SACs) to CLOs and PLOs. This dual-layer approach--combining micro-level analysis of assessment elements with macro-level curriculum evaluation--enables detailed tracking of learning outcomes and helps identify misalignments between instructional delivery, assessment strategies, and program objectives. The framework incorporates alignment matrices, weighted relationships, and practical indicators to quantify coherence and evaluate the overall performance of a course or program. Application of this model reveals gaps in outcome coverage and underscores the importance of realignment, especially in cases where specific PLOs are underrepresented or CLOs are not adequately supported by assessments. The proposed model is practical, adaptable, and scalable, making it suitable for academic programs in science, technology, engineering, and mathematics (STEM). Its systematic structure supports institutions in implementing evidence-based curriculum enhancements and provides a reliable mechanism for aligning teaching practices with desired learning outcomes. Ultimately, this framework offers a valuable tool for closing the feedback loop between instructional design, assessment execution, and learning outcomes, thereby promoting greater transparency, accountability, and educational effectiveness. Institutions that adopt this model can expect to strengthen their quality assurance processes and ensure that students graduate with the competencies required by academic standards and professional expectations. |
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| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-025-00915-7 |
