MSN 6105 Assessment 4 build an assessment plan of your own that fits with your course plan

For this assessment, you will build an assessment plan of your own that fits with your course plan. Your assessment plan should blend seamlessly into the course components that you have already designed. To that end, you will consolidate the work you have already completed in earlier assessments with the assessment plan here in order to create a clear, concise, focused teaching plan that meets the needs of the content, learner population, and environment.

Preparation

Take time to reflect on the following questions as you craft your assessment plan for your course, conducting additional research as necessary.

What types of assessment do you believe are most appropriate for your educational topic and intended audience?

How will you evaluate whether or not learning outcomes were accomplished?

Do the assessments you selected support cultural competence?

SN 6105 Assessment 4 build an assessment plan of your own that fits with your course plan

How will the assessments demonstrate that learning has occurred?

As you select the assessments that you will use, what is your rationale for the type of assessments you will use? Explain how these assessments support differences in learning styles (visual, auditory, kinesthetic)?

Also, before completing your final, complete course plan, be sure to make any necessary changes or improvements based on what you have learned over the course overall.

(Optional) Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.

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Instructions

Create a complete teaching plan for your course that fuses together all previous course components and includes the addition of a detailed assessment plan.

Your complete teaching plan should provide:

An overview of the course topic, environment, and learner population.

An explanation of the learner outcomes for the course as well as the learning theory or theories that are the foundation of the course.

An incorporation of evidence-based best practices to enhance learner motivation in your selected learning environment and format.

An integration of appropriate teaching strategies, techniques, and learner outcomes for nursing and healthcare education for use in specific situations and populations and of evidence-based best practices for classroom and learner management.

A consideration of barriers to learning when designing and developing educational programs and an integration of cultural competence in nursing and healthcare educational offerings.

A logical, well-designed assessment plan that addresses these points:

A selection of assessment types that are most appropriate for the content, environment, and learner population.

An explanation of how you will evaluate whether or not learning outcomes were accomplished in the course, and how assessments will demonstrate that learners have learned as intended.

An analysis of how your selected assessment types support cultural competence as well as fit for learners with varied learning styles.

Organize your plan as follows:

Title page.

Table of Contents.

An overview of your course (topic, setting audience, and so on).

Learning Theories and Diversity (Assessment 1).

Teaching Strategies (Assessment 2).

Management and Motivation (Assessment 3).

Assessment Strategies (designed in this Assessment).

Summary.

References.

Appendices.

Your completed plan should be clear and flow together well. It should show cohesion, understanding, and the application of best practices, and all writing should be professional and free of errors.

Additional Requirements

Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.

Length: 12–15 pages, plus a title page and a references page.

Use correct APA format, including running head, page numbers, and a title page.

Use and cite at least 10 references, and at least five of them from peer-reviewed journals that are not required for this course.

Writing should be free of grammar and spelling errors that distract from content.

SN 6105 Assessment 4 build an assessment plan of your own that fits with your course plan Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.