Challenge 1: Identify the learning processes and outcomes to be measured

Criteria for successful completion of this challenge: Evidence of an assessment measuring and testing knowledge or skills aligned with the course goals, objectives, outcomes, and instructional strategies. Evidence must show an assessment plan (quiz, test, discussions, experiment, worksheet, graphic organizer, assessment framework, etc.). Reflection must address: How the assessment plan aligns with the course goals, objectives and instructional strategies. Your reflection must include why you selected and developed the assessment method of your choosing.

Examples: eLearning Project Proposal (EDCI 569 if taken prior to Spring 2021), EDCI 572 Design Document #3 or Final Project, EDCI 588 Final Project, LDAs (EDCI 575), artifacts (design, performance, workplace, educational, other) meeting the above criteria.

The competency I am addressing is “Ensure that assessment is aligned with instructional goals, anticipated learning outcomes, and instructional strategies,” part of the Design Learning Assessment sub-badge. The artifact I am submitting is my final design document from EDCI 572, which outlines the instructional plan for Food Photography Composition Basics. The course was designed for aspiring food bloggers and home chefs and includes both informal and formal assessments tied directly to specific learning objectives. The document includes an assessment plan, instructional strategy, and evaluation chart that demonstrate intentional alignment between what is taught and how learning is measured.

The assessments I created reflect a strong alignment with the course goals and performance objectives. For example, Objective 1.3 asks learners to “analyze the use of balance and symmetry,” which is assessed using an interactive image activity where learners click on symmetrical and asymmetrical photographs to explore composition. For Objective 2.2, learners are asked to “evaluate a food photo for effective composition,” which is supported by a click-to-expand self-assessment checklist used to reflect on their own food photography. I chose to forgo a post-test in favor of embedded, reflective assessments because the goal was not to memorize rules but to apply principles through visual judgment and practice. These activities are rooted in Merrill’s First Principles of Instruction and provide immediate, formative feedback to reinforce learning.

My background in photography and teaching creative skills informed my decision to focus on authentic, application-based assessments. Rather than rely on quizzes alone, I built interactive learning moments that mirror how photographers make compositional decisions in real life. For example, in one activity aligned with the “Rule of Thirds,” learners are presented with a 3x3 grid and must click on intersections to reveal how subject placement impacts visual balance. My experience helped me recognize that creative skills like composition require space for exploration, which led me to design assessments that are both structured and flexible. This project helped me bridge my design knowledge with instructional theory by applying backward design and formative feedback loops.

This artifact demonstrates how assessment can be seamlessly woven into an instructional experience to both guide and measure learning. Through this project, I learned how to create assessments that are more than just checkpoints—they are opportunities for learners to analyze, evaluate, and reflect. I also learned the importance of giving learners autonomy in applying concepts, particularly in creative domains. Going forward, I will continue to design assessments that mirror real-world performance and provide ongoing, actionable feedback. I’m especially interested in experimenting with tools like branching scenarios and interactive galleries to create assessments that are more immersive and adaptive.

Download the Reflection as a PDF.