Backward Instructional Design in High School Mathematics Based on the Alignment of Teaching, Learning, and Assessment

Abstract

This paper, grounded in the theory of alignment among teaching, learning, and assessment, explores the practical application of backward instructional design in high school mathematics instruction, using the topic "Basic Properties of Probability" from the People's Education Press (A Edition) textbook as a case study. The study first establishes learning objectives through an analysis of curriculum standards and textbook content, identifying overarching concepts, clarifying desired understandings, and formulating essential questions. Assessment evidence is then determined from three dimensions: performance tasks, other forms of evidence, and self-assessment with feedback. Based on the established learning objectives and assessment evidence, instructional activities are developed using the WHERETO framework. Finally, the paper offers instructional reflections from three perspectives: defining measurable learning goals, encouraging peer evaluation through group discussions, and emphasizing timely feedback. This approach aims to enhance instructional coherence, promote deeper student understanding, and strengthen the effectiveness of classroom teaching.