Assignment OverviewUse 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 ru

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  • Assignment Overview

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. https://peer.asee.org/improving-instruction-and-assessment-via-bloom-s-taxonomy-and-descriptive-rubrics
    • 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.
  • Assignment InstructionsCREATING SUPPLY CHAIN MANAGEMENT INSTRUCTIONAL PLANS AND ASSESSMENTSOverview

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.
  • 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.
  1. Identify the elements of a supply chain.
  2. Describe the challenges of coordinating a supply chain.
  3. Explain the role of the supply chain in enabling business competitiveness.
  4. Recommend a framework for supply chain management.
  5. Analyze contemporary trends and issues in effective supply chain management.
  • The history of supply chain management.
  • The current state of fundamentals and frameworks of supply chain management.
  • The history, current state, projected future state, and the potential outcomes of the three current trends or issues in supply chain management that you identified for your MBA course.
  • An introduction to the assessment that your MBA students will complete after the lesson.
  • An APA-formatted reference slide of the resources used for your lesson plan.
  • 1.1 Introduction to supply chain management history and current state of fundamentals and frameworks.
  • 1.2 History, current state, projection, and potential outcomes of your first chosen current trend or issue.
  • 1.3 History, current state, projection, and potential outcomes of your second chosen current trend or issue.
  • 1.4 History, current state, projection, and potential outcomes of your third chosen current trend or issue.
  • 1.5 Preview of assessment students will complete and the learning objectives that students will demonstrate.
  • 1.6 Summary of resources followed by a reference slide.
  • Create instructional materials to teach adult learners supply chain management concepts, frameworks, trends, and issues.
  • Integrate supply management considerations in diverse cultures, legal systems, and business contexts.
  • Integrate appropriate adult learning frameworks to engage students in the presented materials and achieving stated learning objectives.
  • Recommend a framework for supply chain management.
  • Analyze contemporary trends and issues in effective supply chain management.
  • 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?
  • 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.
  • 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.