D293: Assessment and Learning Analytics

Assessment and Learning Analytics builds the measurement side of LxD — competency-based assessment models, UDL-aligned rubric design, and the analytics that reveal whether learning actually happened.

What D293 covers

The course focuses on applying assessment and learning analytics practices to gauge learner progress through e-learning products. It introduces assessment models, including competency and skills-based methods, as well as culturally responsive and Universal Design for Learning (UDL) approaches in assessment, rubric, and feedback design.

The course introduces learning analytics, specifically how they can add an additional layer of validation and visibility on learner progress.

The D293 performance assessment

Expect a performance assessment requiring you to design a UDL-aligned assessment or rubric for a given e-learning product and explain how learning analytics would validate its effectiveness.

Key topics in D293

• Competency and skills-based assessment
• Culturally responsive and UDL assessment design
• Learning analytics for validating progress

Writing tips for D293

Follow the task instructions and rubric line by line

WGU performance assessments for D293 are graded against a fixed rubric — every rubric line has to be visibly addressed, usually with a labeled heading that mirrors the rubric language. Skipping a rubric point because it seems minor is the single most common reason a competent submission comes back "Not Yet Competent" for revision.

Ground design decisions in a specific learner population and instructional problem

Learning Experience Design courses like D293 typically ask you to apply Design Thinking or instructional design models to a specific learner population and problem, not design in the abstract. Evaluators are checking whether your reasoning fits that concrete audience and problem, not a generic e-learning module.

Because WGU is self-paced, don't let "no deadline pressure" become no submission

There's no weekly due date forcing progress, which means procrastination costs more at WGU than at a traditional term-based school — a stalled task can quietly eat weeks of a term. Treat your own target date for each D293 assessment as a real deadline.

Why students seek help with D293

Candidates sometimes design an assessment without the UDL/culturally-responsive lens the course specifically requires — the rubric typically wants that inclusive design approach explicit, not a standard assessment applied uniformly.

How GradeEssays helps with D293

Share your e-learning scenario and rubric, and your writer will build an assessment genuinely incorporating UDL and culturally responsive design, not a generic rubric.

Prerequisites and program context

D293 has no listed additional prerequisites.

• Master of Education, Education Technology and Instructional Design

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