Quality Matters’ “Applying the QM Rubric” (APPQMR) Workshop: “Think about Alignment” Helpful Guidelines
This handout complements the “Think about Alignment” assignment that was used in previous APPQMR workshops. It offers a thinking process you might use to
successfully understand the concept of alignment. If you read this carefully over the next few minutes it might save you time when you work to ensure that
alignment is present between critical course components in your course(s). There is also a 4-min video that walks you through the use of this handout.
Quality Matters describes the concept of Alignment as “intended to convey the idea that critical course components work together to ensure that students
achieve the desired learning outcomes.”
When reviewing a course we look for alignment between Course Level Objectives (CLOs), Module Level Objectives (MLOs), Activities, and Assessments. We
measure alignment between course components using the QM Rubric in conjunction with Taxonomies of Learning such as Bloom’s Taxonomy.
The Alignment procedure is best tackled in a two-step process: first analyze and then assess. To analyze, we have divided the sample table in this handout into
two hemispheres and recommend you look at the keywords (verbs) through the lens of the QM Rubric Standards and Bloom’s Taxonomy.
To help you get started, on the next page we have redrawn a sample table into a 4-column layout as a worksheet that you can enter text into. The far left side
column contains the Objectives. The far right side column contains the Activities and the Assessments. For the Objectives and Activities and Assessment
columns we have highlighted keywords in yellow. Use the two middle columns to enter what level of Bloom’s Taxonomy you would place these keywords at.
Once you have assigned Bloom’s Taxonomy level numbers to the various keywords, you can begin to assess whether there is alignment between the various
course components as you follow these three steps:
1.
1
Determine whether the two MLOs align with the one CLO.
2.
2
Determine whether the Assessments align with the two MLOs.
3.
Determine whether the activities in the two Assignments support
the Assessments.
3
3
1
2
Note that QM standards 2.1, 2.2, 3.1, 4.1, 5.1, and 6.1 are associated with
the concept of alignment.
Though the video talks about a flipchart for finding various levels of Bloom’s Taxonomy,
we have only used the online version of Bloom’s to assign levels on the next page.
Olgy Gary | Independent QM Consultant | QM Certified Online Facilitator | Complementary handout to Understanding Alignment of course components video.
Course Level Objective (CLO) (QM Standard 2.1):
Summarize the
CLO Bloom’s Taxonomy Level:
relationships that exist - summarize: ___( 2 )__
between biology and
human behavior.
Module-Level Objectives (MLOs) (QM Standard 2.2):
1. Identify and
MLOs #1 Bloom’s Taxonomy Level
define 7 major
for keyword(s):
biological areas
a. identify: _____ ( 2 )
b. define: _____ ( 1 )
2. Recognize
examples of how
each area affects
behavior
MLOs #2 Bloom’s Taxonomy Level
for keyword(s):
c. recognize: ____( 2 )_
Hint: when looking for Bloom’s
taxonomy level for keywords, check
both the flip chart CTL gifted you with
OR the online Bloom’s Taxonomy page
we link to in this handout. 
Are activities sufficiently
comprehensive based on
Standard 4.1? Yes or No? &
why?
Two Assignments (Standard 4.1):
Assignment 1: Read Chapter 4 in text and review study guide,
objective 2, page 4
Assignment #2: view Chapter 4 PPT and listen to Chapter 4
podcast
Three Assessments (Standards 3.1 and 5.1):
1. Graded Assignment (Standards 3.1 and 5.1):
Prepare table that lists the 7 major biological areas; ask
students to define/describe each area and list 3 specific
ways this area affects human behavior.
Bloom’s Taxonomy Level for
Assessment #1’s keyword(s):
- lists: __( 1 )_
- define: ___( 1 )
- describe: ____( 2 )__
Bloom’s Taxonomy Level for 2. Graded Discussion Forum Question (Standards 3.1 and
Assessment #2’s keyword(s):
5.1): Psychology is the study of behavior and mental
- why: __( 2 )_
processes. Why, then, are psychologists interested in
note that in a discussion context
biological matters such as the nervous system, the
keyword “why” could easily be
endocrine system and heredity?
synonym for “explain”
Bloom’s Taxonomy Level for
Assessment #3:
 multiple choice: __( 1 )
3. Exam (Standard 3.1): 50-item multiple choice exam taken
in campus Testing Center.
Hint: does the word “recall”
come to mind when you think of
“multiple choice” exams? 
Olgy Gary | Independent QM Consultant | QM Certified Online Facilitator | Complementary handout to Understanding Alignment of course components video.