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Congratulations! You made it to the last week of the course. Your hard work will pay off as you synthesize the work you have done throughout the course into the Signature Assignment. This final assignment is a plan for an instructional or training solution based on the scenario on which you have been working for the entire course.
Remember that this introductory course has not offered everything you could possibly need to know about the broad field of instructional design. You explored some aspects of the field and the processes common to the field. Some aspects of the field were just introduced for further review in another course; other aspects of the field have not even been touched. This is an overview course, and you engaged in just that – an overview.
Thus, it is appropriate that the Signature Assignment for an overview course is, well, an overview; and that is just what a plan is – an overview. You will offer a plan for an instructional or training solution without necessarily presenting all of the details about each component of that solution. Your plan should include the following components:
Scenario (Week 2)
Learning Needs Assessment (Week 2)
Learner Analysis (Week 3)
Learning Context Analysis (Week 3)
Performance Context Analysis (Week 3)
Task Analysis (Week 4)
Learning Goal (Week 5)
Learning Outcome(s) (Week 5)
Learning Objectives (Week 5)
Learner Assessment (Week 6)
Learning Activity (Week 7)
Evidence of Diversity, Equity, Inclusion (Week 8)
Use a heading for each of the requirements listed above. You can learn more about using headings by viewing the Heading Levels Quick Guide (APA, n.d.) in Academic Writer, a link to which is available in this weeks resources.
This assignment will be reviewed using the Signature Assignment Rubric available in the Dropbox. Note that integrating feedback is a scored item on this rubric. Be sure to integrate feedback from previous assignments, asking any questions you have early in the week so that you receive a response in sufficient time for you to use the guidance.
Congratulations again on completing the course!
Length: 12-15 pages, excluding title and reference pages
References: Include a minimum of 5 scholarly resources.
The completed assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. The content should reflect scholarly writing and current APA standards and should adhere to Northcentral Universitys Academic Integrity Policy.
Upload your completed assignment and click the Submit to Dropbox button.
Due DateJul 5, 2020 11:59 PMHide Rubrics
Rubric Name: ID-5000_Week8_GradingRubric
CriteriaExceeds Expectations (100
%)
1 pointMeets Expectations (85
%)
0.85 pointsNeeds Improvement (75
%)
0.75 pointsNot Evident (0
%)
0 pointsLearning Scenario
Describes learning scenario with comprehensive details, including current and future states.
Describes learning scenario, including current and future states, though additional details would strengthen the description.
Attempts to describe learning scenario, though description does not include useful information about the current and future states.
Does not describe learning scenario.
Learning Need
Analyzes the learning need in comprehensive detail, including any ethical, legal, or political factors that influence identification of the learning need.
Analyzes the learning need with some consideration for any ethical, legal, or political factors that influence identification of the learning need, though additional details would strengthen the analysis.
Attempts to analyze the learning need, though the need is not one that can be addressed through training or instruction; there may be insufficient consideration for any ethical, legal, or political factors and/or details are inaccurate or irrelevant.
Does not analyze the learning need.
CriteriaExceeds Expectations (100
%)
2 pointsMeets Expectations (85
%)
1.7 pointsNeeds Improvement (75
%)
1.5 pointsNot Evident (0
%)
0 pointsLearner Analysis
Describes the target learners and associated design implications with comprehensive detail, including what else needs to be known about the learners, possible sources of that needed information, and consideration for diversity and ethical, legal, and political factors.
Describes the target learners and associated design implications, with sufficient consideration for what else needs to be known about the learners, possible sources of that needed information, and consideration for diversity and ethical, legal, and political factors; additional details would strengthen the description.
Attempts to describe the target learners, though any associated design implications are missing, insufficient, or irrelevant.
Does not describe the target learners.
CriteriaExceeds Expectations (100
%)
1 pointMeets Expectations (85
%)
0.85 pointsNeeds Improvement (75
%)
0.75 pointsNot Evident (0
%)
0 pointsLearning Context Analysis
Describes the physical learning environment and associated design implications with comprehensive details.
Describes the physical learning environment and associated design implications, though additional details would strengthen the description.
Attempts to describe the physical learning environment, though any associated design implications are missing, insufficient, or irrelevant.
Does not describe the learning context.
Performance Context Analysis
Describes the physical performance environment and associated design implications with comprehensive details.
Describes the physical performance environment and associated design implications, though additional details would strengthen the description.
Attempts to describe the physical performance environment, though any associated design implications are missing, insufficient, or irrelevant.
Does not describe the performance context.
CriteriaExceeds Expectations (100
%)
3 pointsMeets Expectations (85
%)
2.55 pointsNeeds Improvement (75
%)
2.25 pointsNot Evident (0
%)
0 pointsTask Analysis
Analyzes the task in thorough detail, including all sequential steps and any pre-requisite knowledge and skills; task clearly relates to identified learning need.
Analyzes the task, including most sequential steps and pre-requisite knowledge and skills; task clearly relates to identified learning need; additional details would strengthen the analysis.
Attempts to analyze the task, though some steps or pre-requisite knowledge and skills are missing, insufficient, or irrelevant; task may not be clearly relevant to identified learning need.
Does not analyze the task.
CriteriaExceeds Expectations (100
%)
1 pointMeets Expectations (85
%)
0.85 pointsNeeds Improvement (75
%)
0.75 pointsNot Evident (0
%)
0 pointsLearning Goal
Composes a learning goal with appropriate scope and language; goal is clearly consistent with identified learning need.
Composes a learning goal with mostly appropriate scope and language; goal is mostly consistent with identified learning need.
Attempts to compose a learning goal, though scope and language are inappropriate for learning goal; goal may not be consistent with identified learning need.
Does not compose a learning goal.
CriteriaExceeds Expectations (100
%)
2 pointsMeets Expectations (85
%)
1.7 pointsNeeds Improvement (75
%)
1.5 pointsNot Evident (0
%)
0 pointsLearning Objectives
Composes learning objectives with appropriate scope and language; objectives are clearly consistent with learning goal.
Composes learning objectives with mostly appropriate scope and language; objectives are mostly consistent with learning goal.
Attempts to compose learning objectives, though the scope and language are inappropriate for learning objectives, which may not be consistent with learning goal.
Does not compose learning objectives.
Assessment
Describes in comprehensive detail both formative and summative assessments aligned with the learning goal and objectives with clear and appropriate consideration for diversity and ethical, legal, or political considerations.
Describes appropriate formative and summative assessments with some consideration for diversity and ethical, legal, or political considerations; assessments are mostly aligned with the learning goal and objectives; additional details would strengthen the description.
Attempts to describe assessments, though formative or summative assessment is omitted; alignment with learning goal and objectives is unclear; little, if any, consideration is noted for diversity and ethical, legal, or political considerations.
Does not describe assessment.
Learning Activity
Describes in comprehensive detail a learning activity clearly aligned to learning objectives and assessment, including reference to scaffolding provided to learner; description clearly considers diversity, equity, inclusion, ethical, legal, and political factors.
Describes learning activity aligned to learning objectives and assessment with some reference to scaffolding provided to learner; description offers some consideration of diversity, equity, inclusion, ethical, legal, and political factors; additional details would strengthen the description.
Attempts to describe a learning activity, though there are significant problems with alignment to learning objectives and assessment; scaffolding is missing or inappropriate; there is little, if any, consideration for diversity, equity, inclusion, ethical, legal, and political factors.
Does not describe learning activity.
Integration of Feedback
Feedback provided on previous assignments is clearly integrated throughout the design plan.
Most feedback provided on previous assignments is integrated throughout the design plan.
Feedback provided on previous assignments is somewhat integrated in the design plan and/or is integrated inaccurately.
Does not integrate feedback.
Articulation of Response
Final work has few, if any, errors related to grammar, spelling, syntax, organization, citations, or references.
Final work has minor errors related to grammar, spelling, syntax, organization, citations, or references; any errors present do not impact readability or understanding of ideas.
Final work has numerous errors related to grammar, spelling, syntax, organization, citations, or references and/or errors negatively impact readability and understanding of ideas.
Final work has critical errors related to grammar, spelling, syntax, organization, citations, or references that prevent understanding of ideas.
Overall ScoreLevel 4
20 or moreLevel 3
17 or moreLevel 2
15 or moreLevel 1
0 or more
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