08 Oct Assessment and Evaluation in Education

Assessment and Evaluation in Education

A novice educator expresses to the mentor that he is disappointed to be appointed to the Evaluation Committee because the work never leads to any changes. What would be an appropriate conversation between the mentor and novice educator?

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 2 Discussion

 

You have worked long hours in the design of creative learning activities for a course. The course has been presented for 3 years without any significant change. You have now been assigned a novice educator who is very excited and is presenting novel thoughts regarding the course. This will require significant change in the course. Discuss your initial reaction. How can a collaborative relationship between you (the course leader for 3 years) and the novice educator be achieved in order to provide the best learning opportunities for the participant? What evaluation information would you present to keep the course the same? What evaluation information would you consider in order to change the course?

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 3 Discussion

 

A peer nurse educator states that he would never use a test blueprint, because it makes the test too easy for the learner because the learner would know how many questions would come from each content area. Decide if you agree or disagree with this statement, and then present a rationale for your viewpoint regarding test blueprints.

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 4 Discussion

 

You are part of an educational unit of four educators. The item analysis of the recent examination is being reviewed. During this process, one test question in particular upsets you. From the item analysis, you can see that the question has a discrimination index of .15 and several of the upper-level learners selected the same incorrect distractor. You believe that the distractor is worded poorly and is confusing to these students. You want to remove the item and give the students who missed it credit for the correct answer. You become upset when the majority of the educators vote to leave the test question within the examination. In fact, you become so upset that you raise your voice and the chair of the group calls for a 15-minute break for everyone “to calm down.”

 

Later that night, while self-reflecting, you suddenly recall that as a student, you were upset over a test question that you thought was confusing and “tricky.” However, the faculty member would not change your score, resulting in you failing the exam. You realize that this experience has impacted your work as an educator in reviewing test questions. Tomorrow, you must work with the same group of individuals on a task force.

 

How would you approach tomorrow’s meeting? Would you bring up your memory to the members of the task force? Would you decide to discuss it in a few days over lunch? What actions would you use so that this previous event does not impact your current work? How would you be fair to the learners who answered correctly as well as to those who answered incorrectly?

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 5 Discussion

 

A learner asks for an extension for a written assignment. The learner states that he has just started chemotherapy for cancer and has not felt well, and that three more days would really make a huge difference. You grant the extension. It is now two days past the extension deadline and no assignment has been submitted. You contact the learner who says that he has missed the extended deadline because of illness, and he asks if he could have just one more day. You grant this, but identify there will be no more extensions. Another learner tells you that the first learner is lying—there is no cancer. What is your action?

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 6 Discussion

 

You agree to be the substitute clinical educator for a peer who is ill. The educator tells you that the learners are really good—every one of them. You can trust them to do a good job and answer questions. About 3 hours into the experience, you realize that one of the individuals is not doing a good job—she was unable to explain the purpose of medications, she forgot to complete the glucose monitor test, and now she has contaminated a dressing change for a central line. What would be your actions as the substitute educator?

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 7 Discussion

 

You are responsible for the skills laboratory (either for mentoring a small group of new nurses or senior nursing students), and it is time for check-offs. You prepared four different scenarios, each requiring different nursing skills. You provided the learners with a basic overview of each scenario. The day before the check-off, you select the one scenario that will be used for the check-off, and prepare the skills laboratory. During the check-off, you are repeatedly amazed at how well-prepared the learners are. The next day, after the check-off, one of the learners comes to your office and asks to speak to you. During the conversation, she identifies that another learner had correctly found out which scenario was going to be used during the check-off and told everyone in the group. She refuses to identify the other learner who found out the information. What would be your course of action?

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 8 Discussion

 

A novice educator has completed presenting a new course for the first time. It is now time to review the evaluations submitted by the participants. From the 20 participants, 8 submitted the standardized evaluation form. Despite 4 of the participants rating the educator highly, there was one individual who was very critical of the content as well as the presentation. This participant noted that the educator mispronounced several words, that a major concept was not explained correctly, and that the educator’s constant hand movements were very distracting. As the mentor to the educator, what suggestions would you provide to the novice educator?

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 1 Scholarly Discussion

 

Evaluating an Educational Program

 

One goal of an educational program is to foster cultural humility. As the educator, you presented a required educational program/unit on this topic; however, in the learners’ evaluations, there was significant dissatisfaction with the activity. Identify two quantitative ways that assessment/evaluation could occur to identify what went wrong and how to improve the program. Identify one qualitative way that assessment and evaluation techniques could identify what went wrong and how to improve the program. You can focus on learners in either an academic setting or nurse professional development.

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 2 Scholarly Discussion

 

Course Evaluation

 

A novice educator is talking with her mentor. During the conversation, the novice educator expresses great pride in the fact that all learners passed the required course with a perfect score. How would the mentor respond to this information with application of course evaluation techniques? This question can be discussed from either the viewpoint of nurse professional development or an academic setting.

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 4 Scholarly Discussion

 

Item Analysis

 

You are a member of a 3-person educational team that has developed a competency test that uses 50 multiple choice test questions to determine the knowledge and skill level of learners. After 30 learners have completed the competency test, the team conducted an item analysis. From the results, there are 10 questions that are identified as being problematic. One of the educators wants to consider each of these questions individually to see if one or more of the questions should be removed from the test. However, a second educator is strongly against this by stating, “This is a competency test; it has validity because we wrote it—the test questions should not be altered. The grade on the examination should stand!” The third educator wants to remove the ten questionable items from the test and raise all learners’ scores. For the educator in professional nursing development, this will result in staff nurses who have failed the exam being placed on performance improvement plans and possible dismissal from the agency. For the educator in the academic setting, the learner will not be allowed to progress to the next course, must repeat the current course, and may be dismissed from the academic program.

 

What quantitative and qualitative information would you provide in order to assist these educators to consider the quality of the test questions?

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 7 Scholarly Discussion

 

Learner’s Behavior

 

One of your learners asks to speak to you privately about a concern. Upon entering your office and providing for privacy, the learner slowly and then more forcibly begins to speak. She tells you that she is considering filing a formal grievance against you for age discrimination. During the last formative evaluation conference, you identified concerns in the areas of

 

(a) patient safety; and

 

(b) application of knowledge related to medications.

 

The learner identifies that after several intense conversations with peers, she believes that you are discriminating due to age. The learner then identifies how the concerns related to patient safety and application of knowledge are due to your biased misperceptions. Select a learning environment (nursing professional development or academic), and provide information on how you would first respond to the learner in your office and then what responses would be appropriate at a later time.

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 1 Assignment  

 

Self-Assessment of NLN Nurse Educator Core Competencies

 

The Self-Assessment of Core Competencies is due on Sunday of Week 1 at 11:59 p.m. MT. The guidelines and rubric are listed below as well as in the downloadable document.

 

Self-Assessment Guidelines and Rubric (Links to an external site.)

 

Self-Assessment Worksheet (Links to an external site.) (you will add to this worksheet again in Week 8)

 

Self-Assessment Worksheet EXAMPLE (Links to an external site.)

 

Purpose

 

The purpose of this assignment is to complete a self-assessment of the NLN Nurse Educator Core Competencies and develop a goal to help meet this competency.

 

National League for Nursing. (2017). Nurse educator core competency. Retrieved from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency

 

Requirements

 

Completed at Weeks 1 and 8, this document is based on the National League for Nursing (NLN) Core Competencies of the Nurse Educator (NLN, 2017). Students are to drop their assessments into their ePortfolio.

 

This Self-Assessment of Core Competencies is a document that you will use throughout the Educator Track courses. It is to be placed in your ePortfolio. In each course, starting in NR535, you will focus on a specific area of the NLN competencies.

 

Course  Competencies

 

NR535   Competency I

 

NR524   Competency IV

 

NR536   Competency II

 

NR537   Competency III

 

You are to reflect upon and complete a self-assessment at the beginning of Week 1 and submit it by 11:59 p.m. MT Sunday of Week 1.  You are to identify your level of competency for each of the sub-competencies listed on the worksheet (see example).  In the next column you will see the course outcomes which are aligned with the NLN Nurse Educator Core Competencies.  The Course Outcomes are not specific to the individual sub competencies however my meeting the course outcomes, you will be able to increase your knowledge, skills, and abilities in the Core Competency identified for this course. In the final column for Week One, identify a specific example of what you will do to achieve each course outcome (possible points = 50). 

 

In Week 8, you will again identify your level of competency for each of the sub-competencies listed on original worksheet from Week One.    In the final column you will give a specific example that shows how you demonstrated each course outcome.  The assignment is to be submitted for grading by 11:59 p.m. MT Wednesday of Week 8 (possible points = 50).

 

Remember that you are still in the development stage so not all (or any) of the competencies are expected to be at Level 3 by the end of this course.

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 3 Assignment  

 

Test Construction

 

The Test Construction is due on Sunday of Week 3 at 11:59 p.m. MT. The guidelines and rubric are listed below as well as in the downloadable document.

 

Test Construction Guidelines and Rubric Download Test Construction Guidelines and Rubric

 

Test Blueprint Template (Links to an external site.)

 

Tips on Test Item Writing (Links to an external site.)

 

Purpose

 

This assignment is designed to provide the MSN student the opportunity to apply Bloom’s revised taxonomy in the development of a test blueprint as well as the construction of test questions. Using the provided information about a course, the MSN student will develop a test blueprint that reflects Bloom’s revised taxonomy at a minimum of four different cognitive levels, including two higher levels. From this test blueprint, the MSN student will then develop multiple choice and alternative formatted test items.

 

Course Outcomes

 

Through this assignment, the student will demonstrate the ability to do the following.

 

CO 1: Apply information related to assessment and evaluation in diverse healthcare and academic settings to foster learning. (PO 1)

 

CO 2: Incorporate caring, professional values and ethics in the application of assessment and evaluation processes to diverse learning activities. (POs 2, 4)

 

CO 3: Employ a spirit of inquiry and scholarship to foster professional development regarding the use of assessment and evaluation in diverse healthcare and academic settings. (POs 3, 4)

 

Requirements

 

Description of the Assignment

 

For this assignment, the MSN student will use the following course titled “Comfort Care of Adults” and the identified course outcomes.

 

Course Description: Comfort Care of Adults

 

Emphasis is on delivery of comfort care to adult clients experiencing acute alterations in health. Students will assess client needs, plan appropriate interventions based on evidence, implement interventions according to accepted standards of nursing care, and evaluate effectiveness of care through an evidence-based nursing framework.

 

Course Objectives

 

Explains knowledge from the biological and behavioral sciences, and the liberal arts in order to plan nursing care of clients.

 

Applies knowledge of lifespan development, culture, and economic status to provide holistic care to clients with specific alterations in health.

 

Utilizes the nursing process as a framework for decision making in caring for adult clients in acute care settings.

 

Appraises evidence-based practices for incorporation in the plan of care of clients with alterations in health.

 

Based on the above information, develop a test blueprint for ONE module or unit in the above course. The module or unit can be on a specific disease or process (i.e., respiratory diseases, post-op patients, etc.). As the educator for this module/unit, you will need to select the level of the learner(s) as well as the practice setting. The practice setting can be in either nurse professional development (i.e., mentoring program, continuing education) or a traditional academic setting (i.e., senior-level adult health course; junior-level adult health course).

 

Criteria for Content

 

Description of content area for the module/unit: In this section, the MSN student identifies the content area to be the focus of the module/unit and the test. This section includes the following required elements.

 

Identify the overall content for the module or unit

 

Explain how the identified content is consistent with the course description

 

Identify four specific content areas to be used within the test blueprint

 

Identify the level of the learner who will be completing the module/unit and the test

 

Explain the importance of the selected content area to the learner

 

Development of test blueprint: In this section, the MSN student will develop a test blueprint for the module/unit. Please use the Test Blueprint Template located in the Assignment area of NR537. The required sections are noted to be the following.

 

Identify the name of the module/unit that this test is being designed for

 

Identify the total points for the test

 

Identify the points for each test question

 

Identify the four content areas to be placed in the Test Blueprint Template (See Assignment area for the template.)

 

Allot testing points for each content area for the appropriate Comfort Care for Adults course outcome verb

 

Total points for each row and column within the required template

 

Development of multiple choice items: In this section, the MSN student will develop multiple choice test items consistent with the cognitive levels of the developed test blueprint. The required sections are noted to be the following.

 

Eight multiple choice items are consistent with the test blueprint cognitive level

 

At least one multiple choice question is developed for EACH Comfort Care for Adults course outcome

 

Identify the cognitive level of the multiple choice item using Bloom’s revised taxonomy

 

Identify the Comfort Care for Adults course outcome and content area that the test item refers to

 

Wording of the STEM is consistent with item writing best practices

 

Wording of distractors are consistent with item writing best practices

 

Development of alternative items: In this section, the MSN student will develop alternative test items consistent with the cognitive levels of the developed test blueprint. The required elements for this section are noted to be the following.

 

Four alternative test items are constructed

 

At least two DIFFERENT types of alternative test items are presented

 

Each alternative item is identified as to its item type

 

Each alternative item is identified for its cognitive level using Bloom’s revised taxonomy

 

Identify the course outcome and content area that the test item refers to

 

Wording of the alternative item is consistent with best practices for item writing

 

Preparing the Assignment

 

Criteria for Format and Special Instructions

 

When allotting points for each content area to the verb (i.e., column heading), decide which Comfort Care for Adults course outcome verb is most important for the content area and then assign more points. For example, if you think that Comfort Care for Adults course outcome verb #2 is more important than Comfort Care for Adults course outcome verb #1, you would allot more points to Comfort Care for Adults course outcome verb #2. Please note: You do NOT have to allot points to each cell, but there must be points for each course outcome.

 

The test blueprint portion of the assignment must use the template that is provided (see the Assignment section of NR537).

 

Twelve test items must be developed by the MSN student. The items must be consistent with the cognitive level noted in the test blueprint.

 

Of the twelve test questions, eight must be multiple choice questions, each with a stem and four options/distractors. The remaining four items must be alternative test items (i.e., true/false, fill-in-the-blank, matching, short answer, etc.). Within the four alternative test items, two different types of alternative items must be demonstrated.

 

A reference list is not needed unless a citation is provided, which is not expected.

 

Title page, body of paper, and reference page (if needed) must follow APA guidelines as found in the current edition of the manual.

 

Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 5 Assignment  

 

Rubric Development

 

The Rubric Development is due on Sunday of Week 5 at 11:59 p.m. MT. The guidelines and rubric are listed below as well as in the downloadable document.

 

Rubric Development Guidelines and Rubric (Links to an external site.)

 

Rubric Template (Links to an external site.)

 

Tips on Writing a Rubric (Links to an external site.)

 

Purpose

 

This assignment provides the student with the opportunity to develop a rubric for a written assignment. The assignment requires the identification of a written learning assignment with the purpose and learner clearly noted. The rubric is developed as the MSN student identifies the level of performance, criteria, and descriptors. Self-reflection is included so that the MSN student can consider self-directed improvement.

 

Course Outcomes

 

Through this assignment, the student will demonstrate the ability to do the following.

 

CO 1: Apply information related to assessment and evaluation in diverse healthcare and academic settings to foster learning. (PO 1)

 

CO 2: Incorporate caring, professional values and ethics in the application of assessment and evaluation processes to diverse learning activities. (POs 2, 4)

 

CO 3: Employ a spirit of inquiry and scholarship to foster professional development regarding the use of assessment and evaluation in diverse healthcare and academic settings. (POs 3, 4)

 

Requirements

 

Description of the Assignment

 

This assignment requires the student to develop a rubric for a written learning activity. The learning activity must be a written assignment with no PowerPoint, oral, return demonstration, or simulation learning activities to be used. The MSN student may select the focus of the learning activity to be within a nurse professional development or an academic setting.

 

Criteria for Content

 

Description of the learning activity required of learners: Within this section, the MSN student provides the following required elements.

 

Identification of the purpose of written assignment

 

Description of the required WRITTEN learning activity

 

Identification of the level of the learner

 

Identification of practice setting of the learner (i.e., nurse professional development; academic)

 

Provide two learning outcomes for the required written assignment using Bloom’s revised taxonomy

 

Identification of content and format criteria for the WRITTEN learning activity: Within this section, the MSN student provides the following required elements.

 

Identification of three content criteria for the written learning activity

 

Explain how each of the three content criteria contribute to the identified learning outcomes

 

Transfer each of the three content criteria to the rubric template

 

Identification of two format criteria for the written learning activity

 

Explain how each of the two format criteria contribute to the identified learning outcomes

 

Transfer each of the two format criteria to the rubric template

 

Identification of performance levels for the learning activity: Within this section, the MSN student provides the following required elements.

 

Identification of four performance levels for the written learning activity with a textual description

 

Identification of four performance levels for the written learning activity using numerical parameters

 

Descriptors of the required performance level are mutually exclusive

 

Placement of performance levels in the rubric template

 

Development of descriptors for each criterion at each level of performance for the learning activity: Within this section, the MSN student provides the following required elements.

 

Identification of descriptors for each criterion at each performance level

 

Identification of descriptors that are mutually exclusive

 

Identification of descriptions that are measurable

 

Add descriptors within the rubric template

 

Preparing the Assignment

 

Criteria for Format and Special Instructions

 

The information related to the following sections is presented using a paragraph style. These sections are noted to be the following.

 

Description of the learning activity required of learners

 

Self-reflection

 

The rubric for the written assignment is to be presented via the required template located within the Assignment area of NR537.

 

Title page and reference page (if needed) must follow APA guidelines as found in the current edition of the manual.

 

Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 7 Assignment  

 

Performance Evaluation

 

The Performance Evaluation is due on Sunday of Week 7 at 11:59 p.m. MT. The guidelines and rubric are listed below as well as in the downloadable document.

 

Performance Evaluation Guidelines and Rubric Download Performance Evaluation Guidelines and Rubric

 

Purpose

 

This assignment gives the MSN student the opportunity to apply information regarding providing constructive feedback to learners by developing a written evaluation. This summative evaluation will focus on a learner who is successful and a learner who is unsuccessful in demonstrating specific competencies. The MSN student may select between the practice setting of nurse professional development or a traditional academic setting, based upon the student’s career focus.

 

Course Outcomes

 

Through this assignment, the student will demonstrate the ability to do the following.

 

CO 1: Apply information related to assessment and evaluation in diverse healthcare and academic settings to foster learning. (PO 1)

 

CO 2: Incorporate caring, professional values, and ethics in the application of assessment and evaluation processes to diverse learning activities. (POs 2, 4)

 

CO 3: Employ a spirit of inquiry and scholarship to foster professional development regarding the use of assessment and evaluation in diverse healthcare and academic settings. (POs 3, 4)

 

Requirements

 

Description of the Assignment

 

This assignment has two major parts. The first part is the development of a written summative evaluation using the required template for a learner who is successful, but still needs improvement in one of the identified competencies. The second part is the development of a written summative evaluation for a learner who is unsuccessful and must repeat the content. For both parts of this assignment, the following three competencies are to be used.

 

Demonstration of quality nursing care

 

Demonstration of professional behavior

 

Demonstration of information from evidence-based practice literature

 

The MSN student may select ONE of the following practice settings based upon career goals. The practice settings are noted to be the following.

 

For the MSN student who is focusing on nurse professional development, the learner’s clinical competencies are being evaluated as part of a performance improvement plan.

 

For the MSN student who is focusing on an academic setting, the learner is a student in a fundamental nursing class who requires successful completion of the didactic and clinical components.

 

For the selected practice setting, the MSN student is required to complete this assignment for one learner who has successfully demonstrated all required competencies, but has one competency that needs improvement AND one learner who has not successfully demonstrated all required competencies. Each competency must be evaluated regarding the knowledge, skills, and attitudes related to professional nursing practice of the competency.

 

Criteria for Content

 

This assignment consists of two required parts:

 

Part 1: Completion of the written Final Performance Evaluation for one learner who is successfully demonstrating TWO of the required competencies but needs improvement in the third required competency.

 

Part 2: Completion of the written Final Performance Evaluation for one learner who is unsuccessful in all two of the required competencies.

 

Note: The practice setting is based upon the MSN student’s future practice setting as a nurse educator.

 

For each of the two learners, the written summative evaluation is completed using the Final Performance Evaluation Form noted below. Specific fictional examples of learners’ expected behavior or absence of behavior are to be provided in the Educator’s Summative Assessment column in order to support the decision regarding satisfactory, improvement needed, or unsatisfactory. A comprehensive concluding statement must be provided that summarizes the decision. A separate Final Performance Evaluation form must be completed for the satisfactory learner and for the unsatisfactory learner.

 

Part 1: Written Performance Evaluation for the Successful Learner: The required content for the written summative evaluation is the following.

 

Identify the practice setting

 

Provide a fictional example identifying the behaviors of the successful learner in the clinical setting

 

Identify the evaluation score for each competency

 

Identify the competency that needs improvement

 

Objective wording present in the Educator’s Summative Assessment that supports the Evaluation Score

 

Specific fictional examples of learner’s behavior for knowledge, skills, and attitudes for each competency

 

Comprehensive concluding statement regarding the summative evaluation

 

Part 2: Written Performance Evaluation for the Unsuccessful Learner: The required content for the written summative evaluation is the following.

 

Identify the practice setting

 

Provide a fictional example identifying the behaviors of the unsuccessful learner in the clinical setting

 

Identify the evaluation score for each competency

 

Identify the two competencies that are unsatisfactory

 

Objective wording present in the Educator’s Summative Assessment that supports the Evaluation Score

 

Specific fictional examples of learner’s behavior for knowledge, skills, and attitudes for each competency

 

Comprehensive concluding statement regarding the summative evaluation

 

Preparing the Assignment

 

Criteria for Format and Special Instructions

 

Part 1 requires the use of the Final Performance Evaluation Form: Successful Learner’s Summative Evaluation, noted below.

 

Part 2 requires the use of the Final Performance Evaluation Form: Unsuccessful Learner’s Summative Evaluation, noted below.

 

Title page must follow APA guidelines as found in the current edition of the manual.

 

Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.

 

 

 

NR537 Assessment and Evaluation in Education

 

Week 8 Assignment  

 

Self-Assessment of NLN Nurse Educator Core Competencies

 

The Self-Assessment of Core Competencies is due on Wednesday of Week 8 at 11:59 p.m. MT. The guidelines and rubric are listed below as well as in the downloadable document.

 

Self-Assessment Guidelines and Rubric (Links to an external site.)

 

Use the worksheet that you have started in Week 1 to complete your Week 8 self-assessment.

 

Purpose

 

The purpose of this assignment is to complete a self-assessment of the NLN Nurse Educator Core Competencies and develop a goal to help meet this competency.

 

National League for Nursing (2017). Nurse educator core competency. Retrieved from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency

 

Requirements

 

Completed at Weeks 1 and 8, this document is based on the National League for Nursing (NLN) Core Competencies of the Nurse Educator (NLN, 2017). Students should drop their assessments into their e-portfolio by Wednesday of Week 8, 11:59 p.m. MT.

 

This Self-Assessment of NLN Nurse Educator Core Competencies is a document that you will use throughout the Educator Track Courses.  It is to be placed in your e portfolio.  In each course, starting in NR 535, you will focus on a specific area of the NLN Competencies.

 

Course

 

Competency

 

NR535

 

Competency I

 

NR524

 

Competency IV

 

NR536

 

Competency II

 

NR537

 

Competency III

 

In Week 8, you will identify your level of competency for each of the sub-competencies using the Week One Worksheet.  In the final column you will give a specific example that shows how you demonstrated each course outcome.  The assignment is to be submitted for grading by 11:59 p.m. MT Wednesday of Week 8 (possible points = 50).

 

Remember you are still in the development stage so not all (or any) of the competencies are expected to be at the level 3 by the end of this course.

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