WGU C921 TASK 3: ASSESSMENT AND EVALUATION
STRATEGIES FOR MEASURING STUDENT LEARNING |
PASSED ON FIRST ATTEMPT |LATEST UPDATE WITH
COMPLETE SOLUTION
AT WESTERN GOVERNORS UNIVERSITY
Kesia Qureshi
Leavitt School of Health, Western Governors University
C921 Task 3: Assessment and Evaluation Strategies for Measuring
Student Learning
Dr. Pat Alpert
DATE ……
B1. Alignment
The case study assessment I developed evaluates students’ knowledge after
completing the Social Determinants of Health (SDOH) module. This summative
performance assessment measures students’ ability to apply their knowledge by
analyzing a case study and responding to structured prompts.
Prompts one and three align with course objective one because they assess students’
ability to summarize the SDOH and explain how these determinants affect healthcare
access in a rural community. Students are required to write their responses in APA
essay format and support their answers with examples. These prompts were designed
at the creating level of Bloom’s Taxonomy cognitive domain.
Prompt two aligns with student learning outcome one and evaluates students’ ability
to identify health risks associated with SDOH. This prompt was developed at
the remembering level of Bloom’s Taxonomy.
Prompt four aligns with student learning outcome two and assesses students’ ability to
explain the importance of health equity within the community. Students must provide
detailed information regarding advocacy as a community health nurse. This prompt
was designed at the understanding level of Bloom’s Taxonomy.
Finally, prompt five aligns with course objective two and evaluates students’ ability to
propose strategies to address SDOH in a rural clinic setting and explain how the
effectiveness of those strategies would be evaluated. This prompt reflects
the evaluating level of Bloom’s Taxonomy.
, B2. Assessment Results and Feedback
Assessment results, along with constructive feedback, will be provided within 72 hours
of submission. Results will be emailed to each student and posted in the online
evaluation report section of the course platform.
Feedback will be constructive, supportive, and aligned with the learning objectives. It
will encourage students to reflect on their performance and identify areas for growth.
According to the rubric criteria, any section that does not meet competency will
include specific feedback outlining what is missing and what revisions are needed to
achieve competency.
B2a. Pass or Fail Criteria
The case study assessment is graded on a pass-or-fail basis. Students must use the
provided rubric to guide their responses, as it outlines the criteria used to evaluate
performance.
To pass, students must:
Achieve competency in at least three out of five prompts, and
Have no areas marked as “not evident.”
Students are allowed two attempts. If a student does not pass on the first attempt,
they must meet with the instructor (virtually or in person) before accessing the second
attempt. During this meeting, the instructor will review areas that did not meet rubric
criteria and provide guidance for improvement.
The revision requirements remain the same. Students must meet competency in at
least three of five prompts and have no “not evident” scores to successfully pass the
assessment.
B3. Assessment Theory
The summative case study assessment was designed using constructivist learning
theory. Constructivism emphasizes that learners construct knowledge through
experiences and reflection (Merriam & Bierema, 2014).
By applying constructivist principles, this assessment encourages students to
integrate prior knowledge with new learning from the SDOH module. Students actively
engage with realistic scenarios, reflect on their understanding, and apply concepts to
practical situations.
This theory supports active learning and empowers students to become participants in
their educational journey. The case study allows students to demonstrate
STRATEGIES FOR MEASURING STUDENT LEARNING |
PASSED ON FIRST ATTEMPT |LATEST UPDATE WITH
COMPLETE SOLUTION
AT WESTERN GOVERNORS UNIVERSITY
Kesia Qureshi
Leavitt School of Health, Western Governors University
C921 Task 3: Assessment and Evaluation Strategies for Measuring
Student Learning
Dr. Pat Alpert
DATE ……
B1. Alignment
The case study assessment I developed evaluates students’ knowledge after
completing the Social Determinants of Health (SDOH) module. This summative
performance assessment measures students’ ability to apply their knowledge by
analyzing a case study and responding to structured prompts.
Prompts one and three align with course objective one because they assess students’
ability to summarize the SDOH and explain how these determinants affect healthcare
access in a rural community. Students are required to write their responses in APA
essay format and support their answers with examples. These prompts were designed
at the creating level of Bloom’s Taxonomy cognitive domain.
Prompt two aligns with student learning outcome one and evaluates students’ ability
to identify health risks associated with SDOH. This prompt was developed at
the remembering level of Bloom’s Taxonomy.
Prompt four aligns with student learning outcome two and assesses students’ ability to
explain the importance of health equity within the community. Students must provide
detailed information regarding advocacy as a community health nurse. This prompt
was designed at the understanding level of Bloom’s Taxonomy.
Finally, prompt five aligns with course objective two and evaluates students’ ability to
propose strategies to address SDOH in a rural clinic setting and explain how the
effectiveness of those strategies would be evaluated. This prompt reflects
the evaluating level of Bloom’s Taxonomy.
, B2. Assessment Results and Feedback
Assessment results, along with constructive feedback, will be provided within 72 hours
of submission. Results will be emailed to each student and posted in the online
evaluation report section of the course platform.
Feedback will be constructive, supportive, and aligned with the learning objectives. It
will encourage students to reflect on their performance and identify areas for growth.
According to the rubric criteria, any section that does not meet competency will
include specific feedback outlining what is missing and what revisions are needed to
achieve competency.
B2a. Pass or Fail Criteria
The case study assessment is graded on a pass-or-fail basis. Students must use the
provided rubric to guide their responses, as it outlines the criteria used to evaluate
performance.
To pass, students must:
Achieve competency in at least three out of five prompts, and
Have no areas marked as “not evident.”
Students are allowed two attempts. If a student does not pass on the first attempt,
they must meet with the instructor (virtually or in person) before accessing the second
attempt. During this meeting, the instructor will review areas that did not meet rubric
criteria and provide guidance for improvement.
The revision requirements remain the same. Students must meet competency in at
least three of five prompts and have no “not evident” scores to successfully pass the
assessment.
B3. Assessment Theory
The summative case study assessment was designed using constructivist learning
theory. Constructivism emphasizes that learners construct knowledge through
experiences and reflection (Merriam & Bierema, 2014).
By applying constructivist principles, this assessment encourages students to
integrate prior knowledge with new learning from the SDOH module. Students actively
engage with realistic scenarios, reflect on their understanding, and apply concepts to
practical situations.
This theory supports active learning and empowers students to become participants in
their educational journey. The case study allows students to demonstrate
