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This week, you will prepare a single learning activity to support one of the learning objectives you wrote in Week 5. You need to integrate your professor’s feedback from Week 5 on your learning goal, outcome, and objectives, so watch for that feedback to appear in the Dropbox. You will want as much time as possible to ask any clarifying questions and then integrate your professor’s feedback into this week’s assignment.

In this assignment, you will thoroughly describe the intended learning activity. Remember that the activity should support a single objective, so the activity should be narrow in scope and short in time. Be sure to address the following:

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  • State the learning objective (revised, if necessary, based on professor’s feedback)
  • Describe the learning activity with thorough details. For example, would it be a computer interaction, a discussion, a field trip, a presentation, a worksheet, a virtual reality session, etc.? What would be the content of the activity? What would the learners be doing?
  • Define alignment, and then justify the alignment between the learning activity and the learning objective. In other words, explain how the learning activity supports the objective. How would engaging in the learning activity help students be successful in an assessment of the related learning objective? (Assessment is addressed in Week 6.)
  • Define scaffolding, and then explain necessary scaffolding for the student to be successful while engaging in the learning activity. What would the students need to know or be able to do before engaging in the activity? What help or support would the student need during the activity?
  • Justify how the learning activity and scaffolding reflect consideration for diversity, equity, inclusion, ethical, legal, and political factors.

Remember, if you have questions, reach out to your professor and your peers in the NCU ID-CoP with a specific question or area in which you need help. Don’t wait until the last minute to complete the assignment when you probably won’t have time to receive an answer and use that answer while completing your work.

Length: 3-5 pages, excluding title and reference pages

References: Include a minimum of 3 scholarly resources.

Construct Learning Goals, Outcomes, and Objectives

Akita Roberson

ID-5000 v4: Fundamentals of Instructional Design

Northcentral University

May 2, 2021

Training Needs


Based on the need for instruction identified in week 2, it was determined that there was a

disconnect between the newly promoted supervisors and the working staff. The outcome was the rise in

consumer complaints about service quality. Thus, based on the analysis, the learners are the ne wly

promoted supervisors as they cannot accomplish their responsibilities of ensuring their subordinates

produce results. The lack of cohesion supports the notion as the supervisors are reported to scold

employees and forcing them to work on the set goals and objectives.

The objective of the training is to learn the expected leadership roles; it is essential as it has

direct implications on the organization’s overall performance. The statement refers to the effectiveness

of employees and the achievement of the company’s goals and objectives. Therefore, the outcome of

the leadership training would be better cohesion between the supervisors and employees. The unity

would be achieved by ensuring the supervisors understand the importance of effective communication

and listening skills as well as having a positive attitude. The learning objectives were selected based on

the key issues facing the company’s approach to management.

Overall, the analysis of the training needs demonstrated the need for teamwork between the

administration and employees. It can only be achieved through effective communication and listening

skills and the development of positive working environments. The latter is achieved by establishing

positive attitudes towards work and the accomplishment of set goals and objectives.My question here would be why are the supervisors the learners and not the staff? Wouldn’t we want the staff to learn the skills necessary for customer service? If supervisors are the “learner” here, then the skills/tasks would be focused on leadership, which may or may not impact “service quality”.Link to a resource on using ABCD framework for writing objectives: https://cole2.uconline.edu/courses/46295/pages/objectives-the-a-dot-b-c-dot-d-method12

Plan Learner Assessments

Akita Roberson

ID-5000 v4: Fundamentals of Instructional Design

Northcentral University

May 9, 2021

Informative techniques, diagnostic and evaluative measures are more prevalent. They provide

feedback on teacher performance, encouraging educators to develop and alter their training techniques.

They monitor students’ success and provide continuing support those educators and teachers can use to

enhance their teaching and students can use to improve their learning. The overarching goal of

formative evaluation is to gather comprehensive data that can be employed to enhance education and

training as it happens. The application of the assessments, such as the essence of a metric, technique, or

self-evaluation, is what distinguishes it as “formative.” Summative measures are provided towards the

conclusion of a specific educational period (Arabi, 2020). Besides, they are generally evaluative rather

than diagnostic. They are ideally adapted for evaluating student performance and achievement,

measuring the quality of training strategies, and monitoring progress against development goals.

Assessment is a cyclical method, and it is a never-ending evaluating process. It is constantly

revising and renewing the standard of education it provides. It is a form of evaluation that allows for

continuous improvement in the learning phase. The cyclical method employs attainable objectives and

expectations for the students. It involves a four-step process which is: plan, do check, and act. The

cyclical techniques have been employed and have proven to be more productive and effective by

educators. Its effectiveness is a result of the essence that it gives continual growth in the learning


The main objective of the training on the staff, inclusive of the supervisors, is to learn the

expected leadership roles. It will also ensure that the activity provides an understanding of the needs for

teamwork between the administration and the employees. The staffs also need to learn the skills

necessary for customer service. The assessments will ensure that all these skills are reached because

there will be a positive working environment through communication and listening skills. It can only be

achieved by establishing positive attitudes towards work and the attainment of set goals and objectives.Need to be more explicit with the objectives. Check out this resource that talks about the ABCD framework for writing objectives: https://lib.guides.umd.edu/c.php?g=598357&p=41440071

These objectives were selected based on the significant issues that were affecting the company. The

results of the leadership training would be to create cohesion between the supervisors and the


A formative assessment entails a wide variety of methods used by the instructors to carry out in-

process evaluations on the learner’s comprehension, learning needs, and the educational process.

Through the assessments, the teachers help identify the student’s concepts where they determine

where the learner is struggling to understands or the skills that the learner has not yet acquired.

Formative assessment

Since the training involves supervisors within the company and not young student learners in

the classroom, the best appropriate formative assessment tool is anonymous voting. It is similar to

impromptu quizzes that are employed in the school. Sometimes it is hard to tell whether the earners are

keeping up with the materials. Since we’re working with people, some of them can be unable to express

their reservations. Running a short survey halfway through the training will help them gauge how well

the students appreciate the material and change the movement accordingly (Gómez-Gasquet et al.,


The strategy that will be used to implement polling in the classroom will influence the poll

questions. The questions will ensure that it focuses on the intended array and the trainer gets the

intended information. Based on what was covered in the specific training questions, the trainer can

develop a poll question that requires the staff to remember more than the previously acquired

information (Conley et al., 2017). Here is an example of the questions to be used in the polling.

How would you evaluate the overall training experience you had with the trainer through the

training program?





Very poor

The questions will include questions that will focus on the specific topic covered through the

training session. Using the feedback collected, the trainer would refocus the training to meet the weak

areas highlighted through the anonymous voting. The weak spots would be determined by how the

largest population voted. If most of the training responded fair, poor, and very poor, then the training

session would be redone and the training strategy modified or changed.

Summative assessment

A summative evaluation is used towards the conclusion of the learning period to measure

student learning and academic success by applying the outcomes to a standard norm. Summative tests

have a high point benefit when they occur in a supervised environment with greater clarity (Ghosh,

2020). Once the training curriculum has been delivered, the trainees will be questioned for their

thoughts and perform a summative evaluation. The main intention is to evaluate the attitude and the

information that they learned through the training program. It will also be used to determine how the

info provided will be used back on the job.

A. Evaluate the content learned through this session?

Very dissatisfied

Not satisfied



Very satisfied

B. Can you explain to your peers what you learned in this session with ease?




Probably not

Definitely not

The summative evaluate the overall impact or effectiveness of the training program. It

would provide feedback to the trainer about where the training had any effect on the trainees’

skills and knowledge. The trainer would compare these results against the traditional value and

determine if the trainees made adequate progress or met the expected standard.But this is mainly self-report here – asking the learner about the quality of the training. A summative assessment will need to actually assess whether or not the learning that we said would take place, actually did. So, a test, or an observation might be appropriate here.2


Arabi, E. (2020). Training Design Enhancement Through Training Evaluation: Effects on

Training Transfer (Doctoral dissertation, University of Nevada, Las Vegas).



Conley, Q., Lutz, H. S., & Miller, C. L. (2017). The flipped training model: Six steps for getting

employees to flip out over training. Performance Improvement, 56(5), 18-31.




Ghosh, S. (2020). Training Evaluation Models: an Analysis. Psychology and Education Journal,

57(9), 6689-6695.


Gómez-Gasquet, P., Verdecho, M. J., Rodriguez-Rodriguez, R., & Alfaro-Saiz, J. J. (2018).

Formative assessment framework proposal for transversal competencies: Application to

analysis and problem-solving competence. Journal of Industrial Engineering and

Management (JIEM), 11(2), 334-340. https://www.econstor.eu/handle/10419/188868

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