AET/545

Instructional Plan
Assessment Tests &
Assessment Test Courses
Cheryl Katherine Wash

Instructional Plan for Assessment Tests | Slide 1

Part I Analysis and Design of Instruction

Instructional Plan - Assessments | Slide 2

New Tests & Courses: Assessment

(F) This online assessment tests and course resources provides a general
overview of the goals and objects of writers, poets and authors. The
ultimate goal is for the assessment requirements and options are to cover
the growth and development, organization and structure, and all of the
functional areas of goals and objectives of writers including all genres,
formats, media and experience for mentor assignment and career planning.
Included are the ultimate explanation of both the management and
operational functions of assessment operations, a discussion of the personal
and professional demands of assessments management, an examination of
managing human resources, and an exploration of the future of the
industry. Prerequisite: Self-Assessment Test

Instructional Plan Assessments | Slide 3

Need Assessment
1.

What is the learning problem or opportunity? There is an opportunity for staff and new members to take selfassessment tests and courses that will provide career guidance and knowledge to professional and consistently
become knowledgeable and well-rounded decision makers in advancing their writing careers.

2.

What is currently available? There are a number of non-required online courses currently being offered to
employees and members.

3.

What should be available? There is a need for self assessment tests for professional business and management
courses and certifications for writers, poets and authors that provide employees a career path There should be
an assessment course that present an overview of learning styles, goals and objectives planning. The course
includes career opportunities and the interrelations and interfacings across the arts, entertainment and
education.

Instructional Plan for Assessments | Slide 4

Needs Assessment
4.

Explain the gap analysis between what is available and what should be available. The current
classes that are offered at HGI are not based on any type of assessment or requirements. The
current course offerings do not provide insight into a career path in the writing industry from a
global perspective. There are currently no course offerings, certifications or programs designed
to guide or develop a mentor to become staff. There are not any programs or course offerings
that prepare mentors to coach any beginners to experience writers and or executive level
members,

5.

What is your recommended solution for filling the gap? The recommended solution is to create
required self-assessment tests and required assessments tests and eventually classes and
courses to develop the staff and members of HGI. The initial assessment tests and course will
fill the gap by providing a general overview to each member of where they are and where they
plan to go in the writing industry. The course will cover the growth and development,
organizational and structure and all of the functional areas of writing in arts, media,
entertainment and educational industry, including all genres of writing and career options.

Instructional Plan- Assess,emt | Slide 5

Instructional Goal
Upon completion of the self-assessment tests. All members will be
able to identify and explain their learning styles and goals and
objectives and the basic management and operational functions of
writers in the industry and the personal and professional demands of
the roles of management in writing careers. Participants who
successfully pass the required series of self-assessments and training
courses will immediately begin collaborating with their current or
reassigned mentor in reviewing and writing personal goals and
objectives.

Instructional Assessments | Slide 6

Performance-Based Objectives
Upon completion of the Self-Assessment course the members
and staff participants will demonstrate that they can
effectively:
1. Identify their learning style and the importance of goals
and objectives by passing 35/40 multiple choice exam.
2. Explain the personal and professional demands of writing
in by writing an essay in English and uploading a video
with audio of them reading their response aloud for
feedback from a mentor and class peers.

Instructional Assessment

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Summative Assessment and Learning

Outcomes

Students will be required to past a multiple choice exam with a score of 35/40 to
demonstrate the ability of identifying various learning styles and the importance of
goals and objectives. Instructor has authority to give students reasonable
accommodations and extra time to complete the video/audio essay requirement if
needed due to the diverse educational background of these students. Students can
retake test once on the same day if they fail the first attempt.
Students will be required to write a 150-250 word essay example of a past writing
goal that they did not accomplish and or similar incident that has to do with their
writing and how they would handle differently since taking the self-assessment test
with an emphasis on the importance of understanding self-assessment, learning
styles, and personal and professional demands of writing to demonstrate their ability
to reflect, write, explain and verbalize a topic they learned in class and how this will
change how they currently seek opportunities in the writing industry. Students will be
given a short rubric. Full participation in this final exercise combined with a passing
exam score 35/40 will count as passing. Instructor has authority to give students
reasonable accommodations and extra time to complete the essay requirement if
needed due to the diverse educational background of these students.
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Learner Characteristics
The assessment course will in an asynchronous and synchronous setting and will be held in an online
educational classroom environment setting at HGI eLearning Center. The class will have a mix of
published and non-published writers and poets with a maximum of 10 participants. The writing industry
attracts all ages but the course will be designed for women and men between the ages of 18 to 67 with
various ethic and economic backgrounds from countries all over the world. The minimum age to take
class is 21. The class will be a mix of fluent English speakers to English as a Second Language speakers
with high school diplomas, certifications and some college. There is a great percentage of current
volunteers, mentors. affiliates and employees that have earned bachelors or post graduate degrees.
The majority of these student members are not experts in the writing industry and are eager to learn
how to advance. This course is an introduction into the writing industry which is preparing the students
through visual, auditory and kinetics activities to pass the final exam. It is important to create activities
that will continue to help them grow into well-rounded visual and auditory learners to prepare them for
the writing industry.

Instructional Plan - Assessments | Slide 9

Learning Context

In the future, because at this time there is no physical education classroom setting for
members but the conference rooms that we recommend or are affiliated with should have
standard audio and video capabilities and held in the large training conference room at an
approved facility. The classroom should be able to comfortably hold at least twenty
students although the maximum class is ten students. A large hard conference table round
or square will allow students to have a hard surface to place training materials and to write
on when taking the multiple exam.

There should be at least four computers with internet access for the instructor and students
to access online resources. There should be a separate laptop or computer that projects
PowerPoint slideshow to screen. There should be a clean flip chart and dry erase board
ready. The dry erase board will need dry erase color markers, dry erasers, dry erase board
cleaner and will be used by instructor and students to create teams, illustrate ideas, expand
points, take follow-up notes, reminders, ideas, etc. The instructor audio capabilities and
telephone for conference calls with speaker phone capabilities for calling department heads
and or special guests that will not physically be at meeting.

The majority of the instruction will be in the virtual classroom with one tour to visit a few
operational sites and executive offices in areas that have been designated for upper
management at approved locations .
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Delivery Modality
Based on the learning context and learner characteristics,
of the adult learners the most effective method of delivery
of this course is a face-to-face instructor-led course with
lectures, group discussions. Handouts and PowerPoint
presentation and web-based resources will be used along
with the lecture and discussions. The instructor will work
with group and one-on-one. Depending on availability
executive guest speakers may visit in person or via video or
audio conference call to welcome and motivate the
students into the world of management.
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Instructional Strategies
Instruction Strategies include:
PowerPoint Presentation will provide an overview of the HGI affliates and how it relates to
the writing industry from a global perspective to details specific to writing careers.
Handouts will include the PowerPoint presentation, glossary of key terms, organization
charts, departmental roles, responsibilities and functions.
Instructor will organize groups for problem solving and role playing activities among
participants to cover important concepts and to interact with peers to learn about each
other through the course.
Question and Answer Sessions will be given by the instructor as well as the students are
encouraged to ask questions at the end of each hour to recap, reflect and think before
moving on to next session.
Students will ask to write a brief statement at the end of each hour of what they learned to
prepare them for the written essay and during this time the instructor will review to direct
the student and better prepare them for the final essay.

Instructional Plan Assessment | Slide 12

Plan for Implementation

copies of materials, exercises, tests prepared the evening before and

place in folder to hand to students as they enter class. This course
will take place the first Wednesday of each month.
8 Hours (1 Day) Doors will open at 7:30 a.m. to allow students to
enjoy continental breakfast, meet and greet and get settled for the
start of class. Each hour a topic will be covered and the two hour
will begin the testing and essay and final presentations. The
classroom has been reserved to go over and the students are aware
they may go over.
This is a face-to-face training. Attendance is mandatory. Students
must attend the class the entire eight hours. Students arriving after
8:45 am will be asked to reschedule.
Facilitator will have a checklist
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Instructional Resources

4 - Computers with latest version of Windows and Internet Access so instructor and students can
have access to additional online resources.
Computer should connect to printer for instructor and students to be able to print additional
materials and resources.
1 Laptop to project PowerPoint Presentation that the instructor will use throughout course when
introducing each session.
Flip Chart/Dry Erase/Whiteboard Note taking and follow-up
Brochures and pamphlets related to Hospitality and Tourism for discussing sales, marketing and
the global industry.
Writer and Reference Guides, Copyright Laws, Policies
Writing Jobs
Free Writing Resources
Bios of Famous Writers
Collection of e-books, and trade paper books created by HGI affiliates (HGI Publications, HGI
Insitute & HGI eLearning Center, EbonyEnergy Books, EbonyEnergy Publishing, GEM Literary
Foundation, EbonyEnergy Literary Foundation)
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Formative Assessment
The formative assessment can be done by observations,
questionnaires, surveys, open question and answer and
feedback sessions. The formative strategies that will be
used during this assessment include the following:
1. Observations
2. Surveys
3. Peer/Self Assessment
4. Discussions
5. Graphic Organizers
Instructional Plan - Assessment | Slide 15

Evaluation Strategies
The evaluation strategies that will be used during
program will include:
1. Student Surveys
2. Management, Student and Staff Focus Groups
3. Video and Audio Taping of Sessions
4. Exit Interviews
5. Exit Cards

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Outcome Review
Criteria that will be used to examine the goals,
objectives, and outcomes of overall achievement.
1. Rubrics
2. Surveys
3. Faculty Feedback

Instructional Assessment

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Recommendations
Goals, objectives, and outcomes will be established
prior to the first class to set a standard or
expectation for the course. These standards and
expectations will be reviewed after each course to
ensure the success of the certification program.
The meeting of the goals, objectives, and
outcomes is the overall purpose of this course.

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References

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Davidson-Shivers, G. V., Salazar, J., & Hamilton, K. M. (2005, September). Design of faculty development workshops: Attempting
to practice what we preach. College Student Journal, 39(3), 528.

Hegstad, C. D., & Wentling, R. M. (2004, Winter). The development and maintenance of exemplary formal mentoring programs in
fortune 500 companies. Human Resource Development Quarterly, 15(4), 421.

Ruffini, M. F. (2005). Teaching the tools. International Journal of Instructional Media, 32(1), 47.

Schmidt, K. J. (2005). Lessons for practice: Instructional design strategies from engineering education. Distance Learning, 2(3),
37.

Su, B. (2005, October/November/December). Examining instructional design and development of a web-based course: A case
study. International Journal of Distance Education Technologies, 3(4), 62.

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