Assessment

Assessment Plan

Overview of Assessment Methods

Learners are assessed through a mix of formative and summative activities that invite honest reflection, hands-on design, and meaningful simulated peer interactions.  Throughout the course, they participate in reflection, scenario-based design challenges, and engage in both giving and receiving feedback.  These moments allow learners to build skills gradually while revisiting ideas and making changes based on what they've learned. 

Rationale for Selected Methods

The assessments weren't chosen for convenience.  They reflect how I think learning should feel: flexible, relevant, and rooted in real life.  I wanted learners to have options for showing what they know and to feel seen in that process.  That meant building in authentic tasks that connect to actual practice.  I leaned on Universal Design for Learning to guide those choices, along with research on knowledge transfer and emotional intelligence.  More than anything, I wanted learners to walk away knowing they had built something that mattered, and that reflection was part of the work, not just an afterthought.

Feedback as a Deliberate Process

Feedback isn't a one-time event in this course.  It's ongoing, relational, and framed as a way to grow together.  I used the TAG method:  Tell something you like, Ask a question, Give a suggestion, because it's simple, straightforward, and supportive.  Learners, in their daily work lives,  will use this approach with each other and with their work.  Peer Supervisors also give feedback that highlights what's working and where things could improve.  There's space for self-assessment too, where learners connect their decisions to course ideas and personal insight.  It's all part of building a space where feedback feels safe, sound, and grounded in trust.

Example of Assessment Aligned to Objective

Objective: Apply active listening, emotional validation, and healthy boundaries when supporting a peer who may be distressed.

Assessment: Learners respond to a peer support scenario that reflects objective emotional complexity.  The scenario is guided and recorded to give learners space to respond at their own pace.  After engaging with it, learners write or record a reflection that explores how they handled the moment; what language they used, how they paced the exchange, and how they stayed present without stepping beyond their role.

Evaluation Criteria:

• Uses language that supports and affirms the peer's emotional experience.

• Demonstrates pacing that feels grounded and respectful.

• Maintains role-appropriate boundaries and identifies when a referral or pause is needed.

• Connects choices to course concepts with clarity and personal insight.