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Design Learning Assessment

Design Learning Assessment

Christopher Christopher Hernandez earned this badge on Jun 6, 2020

Design learning assessment


  • Identify the learning processes and outcomes to be measured

    Submit evidence of understanding the learning processes (instructional strategies) by identifying clear, measurable, specific, attainable learning outcomes.

    • Examples: EDCI 588 Final Project, EDCI 572 Design Document #2 or Final Project, Individual Game Design Document (EDCI 556), Learning Design Activities (EDCI 575) artifacts (design, performance, workplace, educational, other) meeting the above criteria demonstrating understanding of the learning process.

    For the challenge “Identify the learning processes and outcomes to be measured,” I am submitting my Individual Game Design Document for EDCI 556.

    The challenge asks that I submit evidence of my understanding of the learning process by identifying clear, measurable, specific, and attainable learning outcomes. My design document for EDCI 556 describes a student/potential learners learning process when trying to learn about coding languages in a gamified setting. The clear, overall goal, for the document is about developing a learning process for learners who want to learn how to code, but do not know what programming language they should learn (identification of goal/specific learning). The document describes that learning is measured through in-game tests, such as coding dungeons (measurable learning). Lastly, the document describes that the game does not attempt to teach a learner about how to code but, rather, teaches the learner about how each programming language can be applied (attainable learning).

    Throughout my grad school career, I have developed many different design documents that identify different types of learning outcomes. I feel that because of all of the other design documents I have written, I feel I was well prepared for writing this document. Also, I believe the learning outcome outlined in this specific design document is obtainable.

    In the future, I hope to figure out a better structure for my design documents. Although I was prepared to write this document, I experienced anxiety when trying to structure it. There was very little guidance in how the design document was supposed to be structured and I understand that future employers will not tell me how to structure a learning plan. So, I hope to form my own way of structuring these types of documents
    CHernandez_Design Document_EDCI 556.docx CHernandez_Design Document_EDCI 556.docx
  • Ensure that assessment is aligned with instructional goals, anticipated learning outcomes, and instructional strategies

    Submit evidence of an assessment measuring and testing knowledge or skills aligned with the course goals, objectives, outcomes, and instructional strategies.

    • Examples: eLearning Project Proposal (EDCI 569 if taken prior to Spring 2021), EDCI 572 Design Document #3 or Final Project, EDCI 588 Final Project, LDAs (EDCI 575), artifacts (design, performance, workplace, educational, other) meeting the above criteria.

    Learning Outcomes

    For the challenge “Ensure that assessment is aligned with instructional goals, anticipated learning outcomes, and instructional strategies,” I have chosen to submit my EDCI 569 eLearning project proposal.

    The attached artifact from my EDCI 569 class is an eLearning project proposal in which I provide an overview of the project, the learning context, project scope, and the front end analysis of the project (which includes learner analysis, intended instruction, assessment plans, and intended learning outcomes).

    The instructional strategies this project followed are those presented in Horton’s (2012) book E-Learning by Design. These instructional strategies involve using clean design, developing clear navigation tools for an eLearning module, knowing when to incorporate graphics/photos, and understanding the type of module you are trying to create and how it is different from other modules. This proposal outlines my module as a stand-alone-self-paced module.

    Now, where does analysis come in? The projects scope (starts on page 2) and the front-end analysis (starts on page 4) demonstrate a deep assessment that measures target learners skills and aligns them with course goals/objectives. The learner audience are parents whose children attend the Rebecca School in New York and range between the ages of 22-68. They all have computer knowledge and all happen to have a gmail account which will work well with the module as it was created using Google Classroom. Then, under learning objectives (page 6), it is discussed what the intended learning outcomes of the assessment are. The rest of the paper (part 2) demonstrates how the learner skills were aligned with the overall goal of learning about DIRFloortime at the Rebecca School.

    Luckily for me, this was not the first large scale learning project I have created for parents at my school. I had already, previously, conducted assessments on parents so it was easy for me to gather all the necessary information for this project. I feel like my area of growth here has been within the area of assessment. In the past I would have guessed what learner’s skill levels are and what their intended learning outcomes should be. But knowing how to properly assess learners and collect information has helped to increase the success chances of the modules I create. I intend to continue incorporating learner assessment so that I can continue to anticipate learner outcomes.


    Hernandez_C_Paper_Design_Phase_Part2_569Sec002-1.docx Hernandez_C_Paper_Design_Phase_Part2_569Sec002-1.docx