View in EDS

Ensuring Outcome-Based Curriculum Coherence through Systematic CLO-PLO Alignment and Feedback Loops

Saved in:
Bibliographic Details
Title: Ensuring Outcome-Based Curriculum Coherence through Systematic CLO-PLO Alignment and Feedback Loops
Language: English
Authors: Moncef Derouich (ORCID 0000-0003-3549-885X)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1495386
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Ensuring Outcome-Based Curriculum Coherence through Systematic CLO-PLO Alignment and Feedback Loops
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Moncef+Derouich%22">Moncef Derouich</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3549-885X">0000-0003-3549-885X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Discover+Education%22"><i>Discover Education</i></searchLink>. 2025 4.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Outcome+Based+Education%22">Outcome Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Objectives%22">Course Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Objectives%22">Learning Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Standards%22">Academic Standards</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s44217-025-00915-7
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2731-5525
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1495386
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1495386
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s44217-025-00915-7
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Outcome Based Education
        Type: general
      – SubjectFull: Course Objectives
        Type: general
      – SubjectFull: Learning Objectives
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Academic Standards
        Type: general
    Titles:
      – TitleFull: Ensuring Outcome-Based Curriculum Coherence through Systematic CLO-PLO Alignment and Feedback Loops
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Moncef Derouich
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2731-5525
          Numbering:
            – Type: volume
              Value: 4
          Titles:
            – TitleFull: Discover Education
              Type: main
ResultId 1