WGU D293 – ASSESSMENT AND LEARNING ANALYTICS TASK 1: COMPLETE ASSESSMENT
DESIGN AND EVALUATION PLAN WITH LEARNING ANALYTICS, VALIDITY, RUBRIC, AND
CONTINUOUS IMPROVEMENT FRAMEWORK
D293 – Assessment and Learning Analytics
Task 1: Assessment Design and Evaluation Plan
Student Name: [Your Full
Name] Student ID: [Your
Student ID] Program: [Your
Program Name] Course
Mentor: [Mentor Name]
Date Submitted: [Date]
Western Governors University
Western Governors University | D293 Assessment and Learning Analytics Page 1
, A. Overview of Assessment
A1. Context and Purpose
This task involves designing a comprehensive assessment plan for a
learning environment. The assessment framework supports student
learning outcomes by providing structured, measurable, and meaningful
evaluation methods aligned to course objectives.
The purpose of this assessment design is to:
• Identify specific learning outcomes that students are expected to achieve
• Align assessment strategies with instructional objectives
• Establish clear criteria for measuring student performance
• Incorporate formative and summative assessment methods
• Leverage learning analytics to monitor and improve student outcomes
A2. Target Population
Grade Level/Course: [Specify the course or grade level for which this
assessment is designed]
Subject Area: [e.g., Mathematics, Language Arts, Science, etc.]
Number of Students: [Approximate class or cohort size]
Setting: [e.g., K-12 classroom, higher education, online environment,
corporate training]
Describe any special considerations related to the student population,
including diversity, learning needs, English language learners, students
with disabilities, or other relevant characteristics that informed the
assessment design decisions.
Western Governors University | D293 Assessment and Learning Analytics Page 2
, B. Learning Outcomes and Alignment
B1. Identified Learning Outcomes
The following learning outcomes were identified for this assessment plan.
Each outcome is written using Bloom's Taxonomy action verbs and is
observable and measurable:
# Learning Outcome Bloom's Standard/Code
Level
1 Write a clear, measurable Apply / Analyze Standard code
learning outcome here using
Bloom's verb
2 Write a clear, measurable Evaluate Standard code
learning outcome here
3 Write a clear, measurable Create Standard code
learning outcome here
4 Write a clear, measurable Remem Standard code
learning outcome here ber /
Underst
and
B2. Alignment Rationale
Explain how the identified learning outcomes align with relevant state,
national, or institutional standards. Describe the rationale for selecting
these specific outcomes and how they support the overall course or
program goals. Include a discussion of how the outcomes progress in
cognitive complexity.
Western Governors University | D293 Assessment and Learning Analytics Page 3
DESIGN AND EVALUATION PLAN WITH LEARNING ANALYTICS, VALIDITY, RUBRIC, AND
CONTINUOUS IMPROVEMENT FRAMEWORK
D293 – Assessment and Learning Analytics
Task 1: Assessment Design and Evaluation Plan
Student Name: [Your Full
Name] Student ID: [Your
Student ID] Program: [Your
Program Name] Course
Mentor: [Mentor Name]
Date Submitted: [Date]
Western Governors University
Western Governors University | D293 Assessment and Learning Analytics Page 1
, A. Overview of Assessment
A1. Context and Purpose
This task involves designing a comprehensive assessment plan for a
learning environment. The assessment framework supports student
learning outcomes by providing structured, measurable, and meaningful
evaluation methods aligned to course objectives.
The purpose of this assessment design is to:
• Identify specific learning outcomes that students are expected to achieve
• Align assessment strategies with instructional objectives
• Establish clear criteria for measuring student performance
• Incorporate formative and summative assessment methods
• Leverage learning analytics to monitor and improve student outcomes
A2. Target Population
Grade Level/Course: [Specify the course or grade level for which this
assessment is designed]
Subject Area: [e.g., Mathematics, Language Arts, Science, etc.]
Number of Students: [Approximate class or cohort size]
Setting: [e.g., K-12 classroom, higher education, online environment,
corporate training]
Describe any special considerations related to the student population,
including diversity, learning needs, English language learners, students
with disabilities, or other relevant characteristics that informed the
assessment design decisions.
Western Governors University | D293 Assessment and Learning Analytics Page 2
, B. Learning Outcomes and Alignment
B1. Identified Learning Outcomes
The following learning outcomes were identified for this assessment plan.
Each outcome is written using Bloom's Taxonomy action verbs and is
observable and measurable:
# Learning Outcome Bloom's Standard/Code
Level
1 Write a clear, measurable Apply / Analyze Standard code
learning outcome here using
Bloom's verb
2 Write a clear, measurable Evaluate Standard code
learning outcome here
3 Write a clear, measurable Create Standard code
learning outcome here
4 Write a clear, measurable Remem Standard code
learning outcome here ber /
Underst
and
B2. Alignment Rationale
Explain how the identified learning outcomes align with relevant state,
national, or institutional standards. Describe the rationale for selecting
these specific outcomes and how they support the overall course or
program goals. Include a discussion of how the outcomes progress in
cognitive complexity.
Western Governors University | D293 Assessment and Learning Analytics Page 3
