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Triadic alignment, aligning learning objectives, activities, and assessments, improves student outcomes in General Biology. This study details the process and benefits of achieving this crucial pedagogical alignment.

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Area of Science:

  • Biology Education
  • Pedagogical Strategies

Background:

  • Triadic alignment, a pedagogical technique, ensures course objectives, teaching activities, and assessments match cognitive levels.
  • General Biology courses often exhibit misalignment between objectives and assessments, with less focus on teaching activities.
  • Assessing the efficacy of triadic alignment remains under-explored.

Purpose of the Study:

  • To describe the initial misalignment of a General Biology course.
  • To detail the process of implementing triadic alignment.
  • To report improved student outcomes following triadic alignment.

Main Methods:

  • Initial assessment of course components for cognitive level alignment.
  • Restructuring of teaching and learning activities and assessments to align with learning objectives.
  • Analysis of student outcomes pre- and post-alignment.

Main Results:

  • The General Biology course was initially misaligned across its components.
  • Implementation of triadic alignment involved adjusting activities and assessments.
  • Student outcomes showed improvement after achieving triadic alignment.

Conclusions:

  • Triadic alignment is a beneficial pedagogical strategy for improving teaching and learning in General Biology.
  • Addressing misalignment in all three components (objectives, activities, assessments) is key.
  • The study highlights benefits for both students and instructors.