The recent pandemic forced most faculty to move from face-to-face to remote instruction, sometimes necessitating a redesign of content and assessment, as well as the mode of instruction. This opinion piece presents the Content-Assessment-Pedagogy (CAP) triangle, a course design framework adapted from backward design, that parallels the engineering design process, and can guide deliberate course redesign decisions. The CAP triangle provides a guiding framework for making design decisions about what content must be emphasized and what might be omitted, what needs to be assessed, and how to design activities that maximize learning. The critical feature of the CAP framework is the alignment of each component (content, assessment, and pedagogy) with each other. And we propose that alignment is operationalized by placing what you want learners to retain long after instruction (the enduring outcomes) at the center of the design. We assert that the assessment and pedagogy need to flow from the enduring outcomes. And we also assert that feedback (not “grading”) is the most important aspect of assessment and that practice is the key feature of pedagogy.
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