D293 teaches Western Governors University's learning experience designers how to measure whether e-learning works, through assessment and learning analytics.
WGU's program guide says the course applies assessment and analytics practices to gauge learner progress through e-learning products. It introduces assessment models, including competency and skills-based methods, and culturally responsive and Universal Design for Learning (UDL) approaches to assessment, rubric and feedback design.
It then introduces learning analytics as an extra layer of validation and visibility on learner progress. Learning Experience Design Foundations II is the prerequisite.
It sits in term 1 of the M.S. Learning Experience Design and Educational Technology. Students find alignment harder than it looks: every assessment must measure exactly what the objective promises.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D293 (codes can change between catalog versions) |
| Level | Graduate, competency-based |
| Competency units | 3 |
| Prerequisite | Learning Experience Design Foundations II (D292) |
| Program | M.S. Learning Experience Design and Educational Technology, term 1 |
What D293 Covers
| Area | What it means in practice |
|---|---|
| Alignment of assessment with goals and objectives (competency) | Checking that each method measures its objective at the right level |
| Using learning analytics to understand and optimize learning (competency) | Choosing data that shows progress and guides improvement |
| Assessment models | Competency and skills-based methods |
| Inclusive design | Culturally responsive and UDL approaches to assessments, rubrics and feedback |
Key Concepts Explained
Constructive Alignment
Objectives, learning activities and assessments should match. If an objective says "apply", a recall quiz cannot show it.
Example: Objective: "Learners will handle a customer complaint using the four-step service model." A multiple-choice quiz on the four step names is misaligned. A recorded role-play or branching scenario scored with a rubric is aligned, because it shows the skill itself.
UDL and Culturally Responsive Assessment
Universal Design for Learning offers multiple ways for learners to show what they know. Culturally responsive assessment avoids examples and language that disadvantage some groups.
Learning Analytics
Analytics use data from learning platforms (completion, attempts, time on task, scores) to see patterns and act on them.
Example: Data shows that 40% of learners abandon module 3 at the same video, and quiz scores on that topic are low. The designer splits the video, adds a practice activity and checks the data again after the change.
Typical Assignments and How to Approach Them
| Task element | What it tests | How to approach it |
|---|---|---|
| Alignment evaluation | Matching methods to objectives | Build a table: objective, level, method, verdict |
| Rubric or feedback design | Inclusive assessment | Clear criteria, plain language, UDL options |
| Analytics plan | Using data to improve learning | Question, data source, measure, action |
| Recommendations | Improving the solution | Tie each change to evidence from the evaluation |
Designing an Inclusive Rubric
The course introduces culturally responsive and UDL approaches to rubric and feedback design. A good rubric is clear, aligned and fair to every learner.
- Base each criterion on an objective, not on general impressions.
- Describe each level in observable terms.
- Use plain language learners can understand before they start.
- Allow different formats where the objective permits, such as a video or written response.
- Avoid examples or contexts that assume a particular cultural background.
Example criterion: "Applies the four-step service model." Proficient: "Completes all four steps in order, adapting language to the customer's concern." Developing: "Completes three steps or completes all four without adapting to the customer." Beginning: "Completes fewer than three steps." Each level can be judged from what the learner actually does.
Feedback That Moves Learning Forward
Effective feedback is timely, specific and points to a next step. "Good job" tells learners little; "Your step 3 explanation was clear; next time, confirm the customer's preferred solution before closing" gives them something to act on.
Analytics with Care
Learning data describes people, so treat it responsibly. Collect only what answers your question, tell learners what is gathered and why, and remember that data shows what happened, not always why. Combine it with learner feedback before making big design changes.
Where Students Get Stuck
- Verb mismatch. Check the objective's verb against what the assessment actually asks learners to do.
- Data for its own sake. Start with a question, then choose the data that answers it.
- One-size assessment. UDL asks for options in how learners show learning.
- Vague rubrics. "Good" and "excellent" need observable descriptions.
Study Tips for D293
- Use a taxonomy such as Bloom's to classify each objective's level.
- Write rubric criteria from the learner's point of view.
- List the data your platform actually records before planning analytics.
- Reuse the e-learning design from D291 and D292 so the assessments have a real context.
How We Help with D293
Send the task instructions, your objectives and assessments, and any feedback. An assessment tutor explains alignment, UDL and analytics, prepares model alignment tables and analytics plans for a similar scenario, or reviews your draft.
GradeEssays is independent of Western Governors University. Our help is tutoring and model material; you complete and submit your own work under WGU's academic integrity rules. We never invent learner data or results.
Build Assessments That Truly Measure Learning
Share the D293 instructions and feedback. We prepare model alignment tables and analytics plans you can study.
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Frequently Asked Questions
WGU's program guide lists Learning Experience Design Foundations II.
Making sure each assessment measures exactly what its objective states, at the same cognitive level.
Universal Design for Learning gives learners several ways to show what they know, reducing unnecessary barriers.
Data from learning environments, such as completion, attempts and scores, used to understand and improve learning.
The description stresses using analytics to understand and optimize learning; follow your task for any specific analysis.
Yes. Send it with your objectives, and a tutor checks each match and suggests fixes.