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Portfolio Project

Laundry Tutorial
EDUC 765: Trends and Issues in Instructional Design
By: Vanessa Roberts
First Submission in Module 2 [05/13/2015]
Second Submission in Module 3 [05/20/2015]
Third Submission in Module 4 [05/28/2015]
Fourth Submission in Module 5 [06/11/2015]
Final Submission in Module 6 [6/23/2015]

PROJECT PROPOSAL – MODULE 2
Project Title
Laundry Tutorial

Sponsoring Organization
The Roberts Family
Family unit of 5, including three children ages 7, 3 and 8 months, dedicated to raising wellmannered, responsible, clean and thoughtful children that will contribute to the greater good of
society as adults.

Project Description
Laundry in a large, active, family often exceed the capabilities of one person. A backlog of
laundry prompts team members to attempt to assist with laundry duties, however lack of training
leads to damage, shrinking, and wear and tear on delicate garments. Laundry duties need to be
expanded to all members of the family capable of operating the equipment. Clothing is a large
expense, and losses due to improper use of equipment could be mitigated with instruction.

Aim
Expand laundry duties to more family members in order to ease accumulation of both dirty
laundry to be washed as well as clean laundry to be sorted, folded or hung, and put away.

Target Audience
Adults and children 7 years and older within the household. Tutorial can be expanded and
adapted as needed to be utilized by additional families, group homes and institutional settings as
well as a potential larger audience.

Delivery Options
Face-to-face instruction as well as print material will be utilized. Target audience for instruction
is small and will require hands-on instruction.

FRONT-END ANALYSIS: INSTRUCTIONAL NEED – MODULE 3
Instructional Need
Instruction proceeds as a response to both an existing performance problem,
as well as a need to train individuals, so that The Roberts Family can expand
our financial resources by distributing the family workload more evenly
among team members, thus allowing the matriarch increased time to
allocate to professional development and an eventual return to the
workplace.
Using the Human Performance Technology methodology helps to better
understand and address the above issues.
Organizational Analysis:
 The Roberts Family is an active, hardworking family that
values structure, cleanliness and organization. It has been
determined that having a clean, organized work
environment as well as clearly laid out and understood
rules and expectations for family members allows
individuals to focus on physical, academic and personal
growth.
 Management stresses the importance of both hard work
and hard play as techniques to help children grow and
learn. The family promotes a “team” atmosphere to
facilitate positive attitudes about household chores.
 Expectation: All members of the team age 7 and above
need to be able to sort, wash, dry, and put away laundry.
Adult team members should have a clear understanding of
treatment of delicate items and stain removal.
Environmental Analysis
 The laundry equipment is a stacked, frontloading set of
washer and dryer with advanced features including steam
and eco boost.
 The current laundry procedure is not well adapted to
having multiple individuals assist with duties, as the
processes are not at all defined.
 Workers have a varied background.
All possess the
capacity to preform basic laundry tasks, but are unskilled
in procedure.
Individuals fewer than 5 feet will need a
step stool in order to operate the dryer. Observation
indicates individuals lack motivation to perform the tasks.
 Performance Gap: At this time, individuals are able to
perform single tasks within the process, but only with
prompting and explanation.
Limited sorting of

exceptionally soiled/stained clothing articles as well as
delicates is preformed. Individuals need to obtain a clear
understanding of the entire process and procedures and
apply these new skills.

Cause Analysis
 Environmental Factors
1. Individual interviews conducted with the target
learning audience determined that often team
members are unsure if laundry is clean or dirty.
Laundry baskets are not labeled and lack of concrete
procedure causes confusion. Interviews also
uncover a complete lack of understanding about how
much and what type of laundry soap to use as well
as what washer and dryer settings are appropriate
for various types of laundry. Younger team members
expressed concern about carrying heavy/overly full
baskets up and down the stairs.
2. In order to expand laundry duties, in addition to
instruction, an improved system for sorting and
transportation will need to be implemented. More
baskets will need to be purchased and clearly labeled
to insure that individuals can easily understand what
step in the process the laundry is in.
3. Although there are consequences for not keeping up
with the laundry, such as lack of selection when
determining an outfit for the day or having to reuse a
dirty towel after a shower, these consequences do
not appear to be strong enough to elicit action from
team members. Additionally the incentive of being
able to easily see and select clothing options does
not prompt individuals to assist in sorting and putting
away laundry.
 Individual Factors
1. All team members that will be taking on laundry
duties possess the skills and abilities to perform the
tasks, with the exception of the youngest team
member needing assistance carrying heavier/more
full baskets up and down the stairs.
2. Currently there is little to no expectation to help with
the laundry, motivation to implement and learn a
new system is low.

FRONT-END ANALYSIS: LEARNER CHARACTERISTICS –
MODULE 3
Learner Analysis
Primary Audience
 34 year old adult male
 7 year old girl
Secondary Audience
 Younger children within the household as they become mentally and
physically able to take on this responsibility. Currently aged 3 years
(female) and 8 months (male)
 Family Matriarch
 Grandparents
 Aunts and Uncles
 Babysitters/Mothers Helpers
 Other households seeking to expand laundry duties.
General Learner Characteristics
 Gender: 50% male, 50% female.
 All learners possess at least a 1st grade education.
 All learners currently take part in basic household chores.
 All learners have the ability to operate laundry machinery.
 Learners generally have a limited attention span and learn best in
short sessions.
Entry Characteristics
 All have the basic reading and comprehension skills required to
understand garment, basket and machine labels.
 All learners currently take part in basic household chores.
 All learners understand the need to improve the laundry process.
 Learners are generally unenthusiastic about expanding their
expected household duties.

Contextual Analysis
Orienting Context
 Learners are hoping to gain a concrete understanding of the laundry
process.
 Learners understand that implementation and instruction of new
laundry process will create a cleaner and smoother functioning family


unit. Less time will be wasted searching for items lost in a laundry
backlog.
Learners understand that upon completion of the tutorial, they will be
expected to fully participate in laundry duties.
Learners may not fully understand the complexity of the laundry
process; and consequently underestimate the scope of instruction.

Instructional Context
 Course will take place during a one-week period during summer break.
Sessions will be a short 30 minutes due to limited attention span of the
learners.
 Noise of active young children could potentially interrupt instruction.
 The majority of the course will require the participants stand and move
through out the various areas of the house that laundry functions are
performed.
 Equipment to be provided by instructor includes: Various laundry
baskets, hampers, stools, front loading washer and dryer.
Transfer Context
 Instruction will be hands on and learners will move though out the
house so as to gain physical experience with the procedure.
 Learners will have immediate and frequent opportunities to implement
this new skill set. Time for laundry duties will be built into individual
schedules.
 Instructor will be available at all times for questions and help.
 Ample positive reinforcement, in the form of praise, T.V. time and
family ice cream outings will be supplied by instructor to learners for
applying their new skill set.

Impact of a Diverse Audience on Instruction
Audience for this instruction is quite varied in age, gender, and ability.
Instructor will keep sessions short and provide time for additional instruction
to learners needing further assistance. Instructor will also attempt to keep
more advance learners interested in the coursework by providing challenging
practice sessions, such as sorting and washing delicate or overly soiled
garments.

THEORETICAL ANALYSIS – MODULE 4
Application of Learning Theories
Social learning theory and Behaviorism will combine to serve as a basis for
instruction. The material to be learned is a physical task, and observation,
modeling and collaborative learning will be important components.
Students will watch the instructor demonstrate a task and then will work
together until each individual demonstrates a solid understanding of the
task. The instructor will serve not only as a teacher, but also as a role
model, assisting learners on an individual bases to ensure the tasks are
properly mastered and to give individual feedback and praise.

Application of Motivational Theories
Due to a lack of enthusiasm for the course, motivation will be a key
component of instruction. The instructor should strive to create a fun,
upbeat learning environment so as to engage students and create positive
feelings about the program. Instruction will closely follow Keller’s ARCS
theory and begin with a fun, attention-grabbing activity, such as a laundry
sorting race, to engage learners and increase excitement for the course. The
course will maintain learners’ attention by sprinkling in other fun activities
such as a scavenger hunt to find where particular clothing items are to be
put away.
Relevance will be fostered with a series of questions about the current
laundry process and the frustrations that stem from it. The instructor will
attempt to illustrate how a collaborative process will benefit the household.
Learners will gain confidence by mastering hands on activities, including
sorting exercises, practice using the machines, and folding exercises.
Learner satisfaction is the most important element of the course, as satisfied
positive workers are the most productive. Learner satisfaction will come
from verbal praise upon mastering each step in the process and with trip to a
local ice cream stand upon competition of the course. Learners will gain
intrinsic satisfaction as they contribution to the family team.

TASK/GOAL/PERFORMANCE ANALYSIS – MODULE 5
Task Analysis Method
A procedural analysis has been used to outline and define the steps in the laundry process.
Course material outlines a concrete process and a procedural analysis helps to clearly define all
the required steps of the process.

Task Analysis
Procedural Analysis
1. Sort dirty laundry
1. Dirty clothing should be placed in the correct hamper immediately after
removal
1. Clothing with a “normal” level of dirt/use should be placed in a “Dirty
Clothing” hamper
1. “Dirty Clothing” hampers are labeled and located in all bedroom
closets
2. Exceptionally dirty/stained/smelly laundry should be placed in the
“Needs Extra Love” hamper
1. “Needs Extra Love” hamper is labeled and located in the Master
Closet
3. Delicate clothing, should be placed in the “Delicates” hamper
1. “Delicates” hamper is located in the Master Closet
2. Used towels should be placed in a “Used Towels” hamper
1. Used towel hampers are located in the master bathroom and the
common area of the children’s bathroom
3. Used kitchen linens should be placed in the “Dirty Kitchen Linens” hamper
1. “Dirty Kitchen Linens” hamper is located in the laundry room
2. Wash Dirty laundry
1. Laundry is to be washed when the hamper is full to the top, but not
overstuffed or overflowing
1. If fitting laundry into the hamper takes effort, it is too full.
2. Hampers should be carried to the Laundry Room and clothing placed in the
washing machine
1. Normal clothing
1. Place clothing in the washer so that washer basket is full, but
not overstuffed. Washer basket should have 2 inches of
headroom.
2. Close washer door
1. Inspect the door to ensure no garments are trapped in
between door and gasket
3. Add soap
1. Pull out soap dispenser drawer.
2. Add 4 Pumps of “Method” brand laundry soap to the
compartment labeled “detergent”
1. “Method” brand laundry soap is located on the
counter next to the washer
3. Close soap dispenser drawer
4. Select wash cycle and preferences

1. Turn the silver dial on the top front of the machine to
“Normal”
2. Depress button labeled “water temperature” until COLD
is highlighted
5. Start wash Cycle
1. Depress the “Power/Pause” button until a blue light
comes on in the center of the button
6. Label the load
1. Select the magnet that reads “normal” from the side of
the washer and place it on the front of the washer under
the washer display
2. “Needs extra love”
1. Fill the washer basket
1. Examine each article to check for stains or greasy spots
1. Stains should be treated with “Shout” stain
pretreatment
1. Shout is located on the counter next to the
washer
2. Greasy spots should be treated with a very small
dot of “dawn” dish soap
1. Dawn is located under the laundry room
sink.
2. Place items in washer
1. Place clothing in the washer so that washer
basket is full, but not overstuffed. Washer basket
should have 2 inches of headroom
3. Close washer door
1. Inspect the door to ensure no garments are
trapped in between door and gasket
4. Add soap
1. Pull out soap dispenser drawer.
2. Add 4 Pumps of “Method” brand laundry soap to
the Compartment marked “detergent”
1. “Method” brand laundry soap is located on
the counter next to the washer
3. Add one half cap full of “Clorox Color Safe Bleach”
to the Compartment labeled “Oxy/Color safe
bleach” in the soap dispenser drawer
4. Close soap dispenser drawer
5. Select wash cycle and preferences
1. Turn the silver dial on the top front of the
machine to “Normal”
2. Depress button labeled “water temperature” until
COLD is highlighted
3. Depress the button labeled “Soil Level” until
HEAVY is highlighted in blue
4. Depress the “Oxy Dispense” button in until a blue
light in the center of the button comes on
6. Start the wash Cycle
1. Depress the “Power/Pause” button until a blue
light comes on in the center of the button.
7. Label the load
1. Select the magnet that reads “normal” from the
side of the washer and place it on the front of the
washer under the washer display

3. Bath towels
1. Fill the washer basket
1. Place towels in the washer so that washer basket is full,
but not overstuffed. Washer basket should have 2
inches of headroom
2. Close washer door
1. Inspect the door to ensure no garments are
trapped in between door and gasket
3. Add soap
1. Pull out soap dispenser drawer
2. Add 4 Pumps of “Method” brand laundry soap to
the Compartment marked “detergent”
1. “Method” brand laundry soap is located on
the counter next to the washer
3. Close soap dispenser drawer
4. Close the washer door
1. Inspect the door to ensure no towels are trapped
in between door and gasket
5. Select wash cycle and preferences
1. Turn the silver dial on the top front of the
machine to select “WHITEST WHITES”
2. Depress the button labeled “DEEP CLEAN WITH
STEAM” until the blue light in the center of the
button comes on
6. Start the cycle
1. Depress the “Power/Pause” button until a blue
light comes on in the center of the button
7. Label the load
1. Select the magnet that reads “Towels” from the
side of the washer and place it on the front of the
washer under the washer display
4. Delicates
1. Only adults should wash delicate laundry
1. Fill washer basket
2. Remove each article of clothing and read care
instructions carefully. Follow the directions on the label
3. Select appropriate soap according to the garment label.
1. “Method” laundry soap is located on the counter
next to the machine
2. “Woolite” laundry soap for delicates is located in
the top right cabinet of the laundry room
4. Select appropriate wash cycle according to garment
label
5. Select appropriate water temperature according to
garment label
6. Start the cycle
1. Depress the “Power/Pause” button until a blue
light comes on in the center of the button
7. Label the load
1. Select the magnet labeled “delicates” from the
side of the washer and place it under the washer
display
5. Kitchen linens
1. Only adults should wash kitchen linens
1. Fill washer basket

2.
3.

4.

5.
6.

1. Place linens in the washer so that washer basket
is full, but not overstuffed. Washer basket should
have 2 inches of headroom
Close the washer door
1. Inspect the door to ensure no linens are trapped
in between door and gasket
Add soap
1. Pull out soap dispenser drawer
1. Add 4 Pumps of “Method” brand laundry
soap to the Compartment marked
“detergent”
1. “Method” brand laundry soap is
located on the counter next to the
washer
2. Add ½ cup bleach to the compartment
labeled “bleach”
1. Bleach and measuring cup are
located under the laundry room
sink
1. Extreme caution should be
used when handling bleach
Select washer cycle and preferences
1. Turn the silver dial on the top front of the
machine to select “WHITEST WHITES”
2. Depress the button labeled “DEEP CLEAN WITH
STEAM” until the blue light in the center of the
button comes on
Start the cycle
1. Depress the “Power/Pause” button until a blue
light comes on in the center of the button
Label the load
1. Select the magnet that reads “Towels” from the
side of the washer and place it on the front of the
washer under the washer display

3. Dry wet laundry
1. Bell chimes sound indicates the wash cycle is complete
2. Any person in the household who hears the chimes should report to the
laundry room to move the now clean, wet clothing into the dryer
1. Open the dryer door
1. Pull out the lint screen to ensure it is clean
1. Remove any lint on the screen
2. Place any lint in the garbage can
1. Garbage can is located next to washing machine
2. Replace lint screen, making sure it is properly inserted
2. Note the label on the washer
1. Move label to the side of the dryer
2. If the washer is labeled “Normal”
1. Open the washer door
2. Place all the contents from the washer into the dryer.
3. Select dryer cycle and preferences
1. Turn the silver knob on the dryer to select “TIMED
DRY”
2. Depress the “TEMPERATURE” button until “LOW”
is highlighted in blue

3. Depress arrow buttons labeled “TIMED DRY
ADJUST” until the “ESTIMATED TIME REMAINING”
display window reads 55 Minutes
4. Locate and depress Button Labeled “WRINKLE
SHIELD WITH STEAM” until the blue light in the
center of the button comes on
4. Start dryer cycle
1. Locate the “START/PAUSE” button and depress it
until the blue light in the center comes on and
the dry cycle begins
3. Towels
1. Open the washer door
2. Place all the contents from the washer into the dryer
3. Select dryer cycle and preferences
1. Turn the silver knob on the dryer to select
“TOWELS
4. Start dryer cycle
1. Locate the “START/PAUSE” button and depress it
until the blue light in the center comes on and
the dry cycle begins
4. Delicates
1. Open the washer door
1. Items should be placed on the back of the couch
1. Couch is located in the family room
4. Sort Clean Laundry
1. Bell ring indicates dryer cycle is complete
2. Grab a laundry basket labeled “CLEAN”
3. Open dryer door
4. Remove all contents
5. Close dryer door
6. Note the type of laundry
1. If the clean laundry is a load of kitchen linens:
1. Carry the basket to the kitchen
2. If the clean laundry is a load of clothing or towels:
1. Carry clean laundry basket to the sitting room in the master
suite.
2. Locate the 6 large plastic tubs and note the name or label
written on each one
3. Grab each article of clothing and examine it to determine whom
it belongs to
4. Place article in the bin labeled with the name of the owner
5. Towels and washcloths are placed in the bin labeled “Towels”
3. Return empty laundry basket to laundry room
5. Put away Clean Laundry
1. On Mondays, Wednesdays, and Saturdays, go to the Master suite and locate
the bin labeled with your name
1. If the bin has clothing in it, carry the bin to your room
1. Jeans, shirts, dresses, skirts are placed on hangers
1. Hangers are hung in the closet space that is labeled with
the clothing article name. Jeans in the “JEANS” area, tshirts in the “T-SHIRTS” area, etc.
2. Place undergarments in the labeled basket in the correct
drawer.

3. Socks are grouped in pairs, folded and placed in the labeled
basket or drawer
2. The bin labeled “Towels” should be folded and put away when the bin is full to
the top
1. Fold towels in half, then in half again, then in thirds
1. Folded clean towel stack is divided in half
1. One stack is placed in the master bath cabinet
2. One stack is placed in the children’s bathroom closet
3. Sort and put away kitchen linens
1. Kitchen towels
1. Fold in half
2. Place in towel drawer
1. Towel drawer is located to the right of the kitchen sink on
the bottom
2. Napkins
1. Fold in half lengthwise
2. Fold in half lengthwise
3. Fold in half widthwise
3. Place in napkin drawer in stacks
1. Napkin drawer is located just above the towel drawer, and is the
second drawer from the bottom, to the right of the kitchen sink
4. Return empty laundry basket to laundry room

INSTRUCTIONAL OBJECTIVES – MODULE 5
Project (Instructional) Goal
Learners will have a clear understanding of the laundry process and be able
to successfully apply this knowledge by participating in the daily laundry
duties.

Terminal Objectives and Enabling Objectives


Given a pile of dirty laundry, learners will correctly place each article in
the appropriate hamper with no remaining clothing in the pile.
Cognitive, Application
Given a pile of dirty laundry and a hamper, learners will fill the hamper
to the top with zero overflow. Psychomotor
Given a full laundry hamper learners will carry the hamper to the
laundry room with zero spill age or falling. Psychomotor
o Learners will properly pick up basket so as to ease back strain.
o Learns will identify if a hamper is too heavy to safely carry down
the stairs.
o Leaners will carefully walk down the stairs.
o Learners will place basket in the laundry room.
Learners will effectively fill washing machine with dirty laundry
according to guidelines outlined it the course. Cognitive, Application
o Learners will place clothing or towels in washer so that washer
basket is full but not overstuffed. Cognitive, Application
o Learners will gently close washer door with zero material stuck
between washer door and door gasket. Cognitive, Application
Learners will start the washing machine according to course guidelines
using posted charts.
o Determine what type of soap or soaps to add to the soap
dispenser drawer according to the “Soap” Chart. Cognitive,
Application
o Determines if clothing is normal, delicate, towels or kitchen
linens.
o Learners will select the proper wash cycle and preferences
according to guidelines on the “Cycle Selection Chart” for the
type of laundry to be washed. Cognitive, Application
Learners will select cycle and preferences according to the guidelines
outlined on the “Cycle Selection Chart” for the type of laundry to be
dried. Cognitive, Application

Given a basket of clean laundry, learners will place each individual
garment in the clean laundry bin labeled with the name of the owner,
with 1 error or less. Cognitive, Application
Learners will properly fold two loads of laundry to the satisfaction of
the course instructor. Psychomotor
o Learners will neatly fold 6 clean shirts to the satisfaction of the
course instructor. Psychomotor
o Learners will neatly fold 6 pairs of clean pants to the satisfaction
of the course instructor. Psychomotor
o Learners will neatly fold 6 pairs of socks to the satisfaction of the
course instructor. Psychomotor
o Learners will neatly hang 6 shirts according to the satisfaction of
the course instructor. Psychomotor
o Learners will neatly hang 6 pairs of pants according to the
satisfaction of the course instructor. Psychomotor
o Given a bin of clean bath towels, learners will neatly fold all of
the towels according to the satisfaction of the course instructor.
Psychomotor
o Given a pile of kitchen towels, learner will neatly fold towels to
the satisfaction of the course instructor. Psychomotor
o Given a pile of napkins, learner will neatly fold all napkins to the
satisfaction of the course instructor. Psychomotor
Learns will efficiently put away clean and folded laundry. Cognitive,
Application
o Given a bin of clean clothing labeled with their name, learners
will put away all articles of clothing in 15 minutes or less.
Cognitive, Application
o Given a stack of clean and folded bath towels, learners will place
towels in the correct area of the bath closet without unfolding
any towels. Psychomotor
o Given a stack of folded kitchen towels, learner will place them in
the correct drawer without unfolding any towels. Psychomotor
o Given a stack of folded napkins, learners will place them in the
correct drawer without unfolding any napkins. Psychomotor

ENABLING OBJECTIVES MATRIX & SUPPORTING CONTENT –
MODULE 6

A job aid for selecting soap for various types of laundry. This is to be used by
learners during and following instruction

REFERENCES

List of Measurable Verbs Used to Assess Learning Outcomes. (n.d.). Retrieved June 22, 2015, from 
https://www.clinton.edu/curriculumcommittee/listofmeasurableverbs.cxml 
Performance Analysis in Instructional System Design. (n.d.). Retrieved June 22, 2015, from 
http://www.nwlink.com/~donclark/hrd/isd/analyze_system.html 
Psychology Today. (n.d.). Retrieved June 22, 2015, from https://www.psychologytoday.com/basics/social­learning­
theory 
The Whys and Whats of Learning Objectives in Instructional Designing. (2007, March 5). Retrieved June 22, 2015, 
from https://writersgateway.wordpress.com/2007/03/05/22/ 

FINAL PROJECT RUBRIC
EDUC 765 Trends and Issues in Instructional Design
Final Project
Student: _________________ Instructor: ______________________
Date:_________________
Criteria

Instructional Need

Unsatisfactory/Emerging

Basic

Profic

Does not indicate the method of
determining the need for the project.

Indicates the method of determining
the need for the project.

Identifies the metho
the need for the pro

Briefly identifies the instructional need
from an organization’s, a department’s,
an employee’s, or an individual’s
perspective.

Briefly identifies the instructional
need from an organization’s,
department’s, employee’s, or an
individual’s perspective.

Describes the instru
detail, from an orga
department’s, an em
individual’s perspec

Does not identify the gap.

Identifies the gap.

Clearly articulates t

Target Audience
Analysis

The target audience, learner
characteristics, and/or environmental
characteristics are identified in a limited
manner. This includes the identification
of 4 or less of the items listed below.
1.

Primary audience

2.

Secondary audience (if any)

The target audience, learner
characteristics, and environmental
characteristics are identified in a
limited manner. This includes
identification of 4 or more of the
items listed below.

The target audience
characteristics, and
characteristics are c
This includes ident
1.

Primary au

1.

Primary audience

2.

Secondary

2.

Secondary audience (if any)

3.

General Le
characteris

3.

General Learner
characteristics

4.

Entry Char

3.

General Learner characteristics

4.

Entry Characteristics

5.

Contextual analysis

4.

Entry Characteristics

5.

Contextua

6.

Potential audience
misconceptions

5.

Contextual analysis

6.

Potential a
misconcep

6.
7.

How would a global audience
or a culturally diverse
audience affect your
instruction?

Potential audience
misconceptions

7.

How woul
audience o
diverse aud
instruction

Analysis does not distinguish between
relevant and irrelevant characteristics

7.

How would a global
audience or a culturally
diverse audience affect
your instruction?

Analysis distinguish

identified.

Analysis distinguishes between
relevant and irrelevant
characteristics identified.

relevant and irrelev
characteristics ident

Project briefly answers 2 of the 3
following questions:

Project clearly answ
of the following que

Front-end Analysis
Project briefly answers 2 or less of
following questions:
1.

How will you apply adult
learning theories to your
portfolio project (if adults are
your TA)?

1.

How will you apply adult
learning theories to your
portfolio project (if adults
are your TA)?

1.

How will y
learning th
portfolio p
are your T

2.

What did your technology
inventory reveal?

2.

What did your technology
inventory reveal?

2.

What did y
inventory r

3.

How will you apply
motivational theories to your
target audience?

3.

How will you apply
motivational theories to
your target audience?

3.

How will y
motivation
your target

Project selects and conducts a method
of content/task analysis. It does not
answer either of the following
questions:

Project selects and conducts a
method of content/task analysis, and
answers at least 1 of the following
questions at a basic level:

Project selects and c
method of content/t
answers the followi
detail:

1.

What is the context in which
the new skills or knowledge be
performed?

1.

What is the context in
which the new skills or
knowledge be performed?

1.

What is th
which the
knowledge

2.

What type of analysis will you
perform?

2.

What type of analysis will
you perform?

2.

What type
will you pe

Project includes the goal or task
analysis.

Project includes the goal or task
analysis.

Project includes a w
or task analysis.

Goals, Terminal
Objectives, and
Enabling
Objectives

Goal is identified; only 1 terminal
objective is listed, it supports the course
goal, and the corresponding domain is
identified for the terminal objective
given.
Enabling objectives are “fuzzy” (not
performance-based).

Goal is identified; terminal
objectives are listed for most of the
course and support the course goal,
and the corresponding domains are
identified for the terminal objectives
given.
Enabling objectives are
performance-based but include

Goal is clearly iden
objectives are listed
course and support
and the correspondi
identified.

Enabling objectives
performance-based;
include abstract per

abstract performances.

Expanded
Performance
Matrix (EPM)

EPM is not complete, and 2 or more of
the following is not true:
 Objectives are sequenced.
 Classification of objective is
accurate.
 Selected strategy and activity are
appropriate for the objective and
classification.

EPM is not complete, and 1 of the
following is missing:
 Objectives are sequenced.
 Classification of objective is
accurate.
 Selected strategy and activity
are appropriate for the
objective and classification.

EPM is complete. O
sequenced. Classifi
objective is accurat
strategy and activity
for the objective an

Evaluation Plan

The formative evaluation plan includes
3 or less of the components and the
items are described in a limited manner:

The formative evaluation plan
includes at least 4 the components:

The formative evalu
includes all of the c

1.

1.

the purpos
evaluation

audience

2.

audience

3.

issues

3.

issues

resources needed

4.

resources needed

4.

resources n

5.

evidence

5.

evidence

5.

evidence

6.

data-gathering techniques

6.

data-gathering techniques

6.

data-gathe

7.

type of formative evaluation
(connoisseur-based, decisionoriented, objectives-based, or
public relations inspired)

7.

type of formative
evaluation (connoisseur-based,
decision-oriented, objectivesbased, or public relations
inspired)

7.

type of for
evaluation (c
based, decisi
objectives-ba
relations insp

8.

implementation time (when
will the evaluation be conducted).

8.

implementation time
(when will the evaluation be
conducted).

8.

implemen
will the evalu
conducted).

1.

the purpose of the evaluation

2.

audience

2.

3.

issues

4.

the purpose of the
evaluation

Module
Instructional
Content

Module instructional content is
incomplete and does not list the
terminal objectives, enabling objectives.
No pre-instructional strategy is evident,
and there is no sequence of instruction
evident.

Module is complete and lists the
terminal objective and enabling
objectives. The content provided is
minimal and provides some
information to support the
objectives. There is a brief
description of a pre-instructional
strategy. The sequence of instruction
is questionable for the objectives
and target audience.

Module is complete
terminal objective,
objectives, the cont
support the objectiv
instructional strateg
content provided su
learning objectives.
instruction is effect
objectives and targe