Use PowerPoint or a similar presentation tool to teach the learning objectives that you wrote about in your previous assignment and create an assessment and corresponding grading rubric that your MBA students would complete after the lesson presented in your PowerPoint. What You Need to Know The following resources are offered to help you complete the Week 6 assignment, providing guidance and strategies for creating assessments for adult learners, as well as rubrics to effectively measure student learning. Each is accompanied by a brief summary or excerpt of its abstract and/or introduction to help you frame your understanding before engaging with the resource. Bovill, C. (2020). Co-creation in learning and teaching: The case for a whole-class approach in higher education. Higher Education, 79(6), 1023–1037. This article examines frameworks for leveraging co-creation in higher education to drive inclusion in course and assessment design. Gordon, E. W. (2020). Toward assessment in the service of learning. Educational Measurement, Issues and Practice, 39(3), 72–78. Gordon reflects on the productive use of educational assessments and data collected from assessments to educate. Examples are provided to advocate for the position that educational assessments can and should be used to inform and improve teaching and learning processes and outcomes. Gosselin, K. R., & Okamoto, N. (2018). Improving instruction and assessment via Bloom’s taxonomy and descriptive rubrics [Paper presentation][PDF]. 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. One institution’s attempt to drive improvement through use of Bloom’s taxonomy to create rubrics is the subject of this conference presentation. Stanley, T. (2019). Chapter 5, How to write a rubric. In K. McDowall (Ed.), Using rubrics for performance-based assessment: A practical guide to evaluating student work (pp. 15–27). Sourcebooks. Stanley presents a step-by-step guide for creating an analytical, task-specific rubric. Wiewiora, A., & Kowalkiewicz, A. (2019). The role of authentic assessment in developing authentic leadership identity and competencies. Assessment & Evaluation in Higher Education, 44(3), 415–430. This article discusses the need to create assessments that are meaningful to students and linked to real-world challenges. CREATING SUPPLY CHAIN MANAGEMENT INSTRUCTIONAL PLANS AND ASSESSMENTS Overview Create an instructional plan (lesson plan) aligned with your teaching philosophy and adult learning framework to address the supply chain course learning outcomes based on the selected resources you analyzed. An effective lesson plan includes: Targeted learning objectives. Key learning takeaways that are clearly relevant to students. A coherent narrative for the lesson. A presentation method for the lesson. A student learning assessment. Alignment of assessment and targeted learning objectives. Instructions There are two parts to this assignment: A 10–15 slide PowerPoint deck that presents your lesson plan to teach supply chain management to your MBA students. An assessment for the MBA students to demonstrate the learning objectives presented in the PowerPoint lesson. Remember, the learning objectives for the course you have been given to teach at the University of Sparkwimville are: Identify the elements of a supply chain. Describe the challenges of coordinating a supply chain. Explain the role of the supply chain in enabling business competitiveness. Recommend a framework for supply chain management. Analyze contemporary trends and issues in effective supply chain management. Part 2 After you have taught your MBA students, you must determine if they have absorbed the material sufficiently to demonstrate your stated learning objectives. Create a written assessment that is not an instrument such as a quiz or test, such as an essay, case-study analysis, small focused research project, or a combination of strategies. The assessment submission should be required to be 3–6 double-spaced content pages in length, plus title and reference pages. You should also set a minimum number of sources for your students to support their work. For a 3–6 page submission, 6–12 is often appropriate, depending on the type of assessment you are designing. You will also need to complete a rubric to measure the extent to which students demonstrated mastery of the material. The department chair has specified that your assessment must evaluate student achievement on at least one of two course learning objectives: Recommend a framework for supply chain management. Analyze contemporary trends and issues in effective supply chain management. Keep these learning objectives in mind as you are creating your assessment. Additional important considerations are: Does your assessment help your students demonstrate your stated learning objectives? Can your assessment be completed with what you have taught your MBA students and additional research they can reasonably complete using the university library or credible Internet resources? Can your assessment be accurately measured with the rubric you created? Is your rubric constructed in such a way that you can easily provide clear, useful feedback to your students? For this portion of the assignment, submit: Complete instructions for an assessment for students to prepare, including required content and expectations of formatting and rigor. A completed grading rubric, including three performance levels describing what is considered excellent, proficient, and basic quality work for each criterion. Your assignment will be considered successful to the extent that it: Includes a measurable assessment that aligns with the content, learning objectives, and expectations for adult students in a supply chain management lesson plan. Provides an appropriate and aligned rubric that facilitates the evaluation and communication of achievement of adult learners regarding specific learning objectives related to supply chain management. Additional Requirements As you complete your assignment, be sure your submission meets the following guidelines: Written communication: Use error-free, doctoral-level writing, with original (non-plagiarized) content, logical phrasing, and accurate word choices. APA formatting: Format all references and citations according to current APA style and formatting guidelines. Refer to the Academic Writer as needed. Font and font size: Use appropriate professional typography for Part 1: headings set at 24–36 points and bulleted list items at 16–18 points as a guideline. Use a consistent, APA-compliant font, 12 points for Part 2. Length: Part 1, PowerPoint deck, 10–15 slides with detailed notes sections. Part 2, as needed to accommodate the assessment, roughly 3–6 double-spaced pages. Scholarship: Utilize the five resources you analyzed in your Week 4 assignment plus three scholarly or practitioner sources to support your points.
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