In this assignment, the student assumes the role of an educator in the academic or staff development practice setting. In this assignment, the student is given the opportunity to identify a content area; develop a written assignment related to the content area; and design a grading rubric consistent with the assignment.
In this assignment, the student assumes the role of an educator in the academic or staff development practice setting. In this assignment, the student is given the opportunity to identify a content area; develop a written assignment related to the content area; and design a grading rubric consistent with the assignment.
Course Outcomes:
This assignment enables the student to meet the following course outcomes:
CO 1: Employ evidence-based assessment and evaluation strategies that are appropriate for culturally diverse learners. (POs 1, 3, 5)
CO 3: Apply measurement theory to the research process, construction and use of evidence-based educational evaluation instruments. (POs 4, 5)
Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
Total Points Possible: 175 Points
Requirements
Description of the Assignment:
This assignment provides the student with the opportunity to acquire skills related to the creation of a written assignment for a selected content area. The written assignment guidelines include learning objectives as well as required content. After designing the written assignment, the student will design a grading rubric consistent with the developed assignment guidelines. It is important to recall that the MSN student assumes the role of a nurse educator and is developing the assignment along with the grading rubric for learners who are either in the academic or staff development practice setting. When the following NR 523 guidelines mentions “learner”, it refers to the learner who is the focus of the MSN student-identified assignment and rubric.
Criteria for Content
Identification of content area: In this section the MSN student identifies the content area to be the focus of the proposed written assignment. It includes the following required elements:
Identify the selected content area for the assignment
Identify the learner that the assignment is designed for
Explain the importance of the selected content area to the learner
Development of assignment outcomes: This section identifies the learner outcomes for the MSN student-developed assignment. It includes the following required elements:
Identify 4 assignment outcomes/objectives appropriate to the learner and content area
Identify the level of knowledge stated in each outcome by using Bloom’s Revised Taxonomy
Develop two of assignment outcomes/objectives at the evaluating or creating level of Bloom’s Revised Taxonomy
Present an action verb that is consistent with the selected Bloom’s Taxonomy level
Include within each outcome an observable learner behavior that can be measured
Development of assignment guidelines: This section identifies specific guidelines or instructions for the learner. It includes the following required elements:
Purpose of the assignment
Points for the assignment
Specific instructions to the learner regarding the required content for the assignment
Specific instructions to the learn regarding the required formatting requirements for the assignment
Development of grading rubric: The section identifies the grading rubric to be used in order to evaluate the learner’s assignment. It includes the following required elements:
Identify an grading scale than includes percentages for A, B, C, D, and F
Development of a grading rubric that identifies learner expectations for each grade level
Preparing the Assignment
Criteria for Format and Special Instructions
Cover page is required
Section headings are required and should be consisting with this assignment requirements
The required level of knowledge using Bloom’s Revised Taxonomy is noted after each assignment outcome/objective in parenthesis.
A reference list is not needed unless a citation is provided, which is not expected.
The required grading rubric should consist of the following columns and rows.
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