A teacher's didactic task begins some time before the semester starts (ideally when the previous semester ends), with teaching preparation. This planning phase -- used to develop a new course or revise an existing one -- is a permanent, continual process of didactic concept development and/or redesign which is important to ensuring pedagogical quality. During teaching preparation, objectives are formulated or revised, and teaching materials and activities are developed. From the didactic perspective it is essential to work from the student's point of view ("What will I be able to do when the course finishes?") and, as in project management, plan backwards from the desired end scenario (Backward Course Design).
Backward Course Design (BCD)
BCD means "beginning with the end in mind": first designing and formulating the learning objectives which characterise the level of knowledge and the skills to be achieved by the end of the course from the student perspective.
More about Backward Course Design
After the objectives of the course have been clearly formulated and assigned to their respective levels in a taxonomy, the scenario for checking whether these course objectives have been reached can be planned.
More on constructive alignment
Visualising the classification of learning objectives, aligned well with assessments and activities
Handout: Template for the formulation of competence-based learning objectives (PDF, 51 KB) (in German and English)
Anderson, L. W. & Krathwohl, D. R., eds. (2001). Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Addison Wesley Longman
Biggs, J. (1999). Aligning Teaching for Constructing Learning: Constructive Alignment. In: Teaching for Quality Learning at University, pp. 10-32