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website. Also, I have noted within the chart below when large imports are being loaded
and when large amounts of post cards are being mailed out to get an accurate idea of why
the numbers jump drastically. This report can be very effective in determining if staff
members are correctly inputting prospective student information and that information is
being delivered to the student. Without each of these domains and their assessment, the
Office of Admissions would not be able to communicate information about the institution
to the prospective student. This could potentially cause the accepted and enrollment
numbers to decline drastically.
Assessment Example:
Psychomotor Domain: For this objective, I randomly select a returned postcard to
evaluate the staff member who entered the information into the Hobsons-Connect
Website. I would observe the prospective students profile to examine the inputted
information. I would use the rubric below to check the information entered for
correctness.
Example Rubric
Student Information
Name (First and
Last)
Address (street, city,
state, zip code)
High School and
CEEB code
Space Mountain
comment
Total:
YES
NO
Explanation
X
X
X
Returned Mail
insufficient address
Only high school
listed
X
2
Affective Domain:
In order to assess the affective domain, the assessment would be several questions about
the staff members training. This would be administered when a post card is returned by
the United States Postal Service to the Office of Admissions An admissions staff member
who has been properly trained in using the Hobsons-Connect website would allow all
staff members who input the contact into the Hobsons-Connect website to state their
November 2014
6 months
Very familiar
Yes
Sometimes
Yes
Yes
Cognitive Domain:
For this objective, I would compile the number of returned mail and the number of
profiles edited and created in the Hobsons-Connect website. These reports can give a
percentage amount of contacts being created/edited to the number of mail that is returned
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Below is a sample rubric to assess the three domains for each staff member.
Name of Staff Member:
Domain
Does NOT meet
Cognitive
Affective
Psychomotor
I.
Meets
X
Date: 4/1/2015
Exceeds
X
Instructional Strategy
In order for the Admission staff members to complete the Terminal Objective (TO) of
inputting prospective student information into Hobsons-Connect, I would begin by
providing the staff with a pre-instructional activity. The ARCS model would be beneficial
in getting the staff motivated about the task at hand. Reminding the staff members of
learning objective is crucial throughout the pre-instructional activities. These activities
will help to facilitate the staff members learning about the Hobsons-Connect website and
inputting prospective student information. Using the ARCS model of attention, relevance,
confidence, and satisfaction will be extremely helpful in teaching the correct method of
inputting information. First, I will use an interactive PowerPoint to gain the attention of
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2
3
4
5
6
7
8
9
10
11
12
13
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123
5
6
8
10
15
11
13
12
14
15
16
18
19
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17
17
20
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20
18
After motivating the staff members, I would then turn my attention to providing them
with the educational objectives they would need to accomplish this task. I would then tell
the staff members how they would be able to use this information after the instructions
have been given. The staff members should be able to identify if a contact already exists,
how to input/update information, and successfully save the contact. I believe that
discussing the objectives will help the staff members to focus on the importance of
inputting prospective student information. This pre-instructional activity is very
important because it informs the staff members and prepares them for instruction. The
second and last pre-instructional activity would be to review the information that the staff
members already know about the Hobsons-Connect website. Reviewing this information
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Activity:
As an activity to help the Admissions staff members and the telecommunication student
workers master the process of inputting for prospective student information into the
Hobsons-Connect website, I would form groups of 4-5 people and have each group
decipher LEAD cards and practice the inputting process. I will also provide several
examples from the Hobsons-Connect website that are entered correctly and incorrectly to
have the groups decide which is correct and why it is correct in comparison to the others.
I am hopeful that by having groups, the staff members and student workers can discuss
how and why it is entered correctly or incorrectly.
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Sally Smith
Discussion: Sally did not put a number in the address line or a zip code. She also did not
completely write her email. We can assume that the email address is @gmail.com
Jane Doe
Discussion: Jane wrote her phone number in the address line. She also put SAV, GA
which we can assume is Savannah, Georgia.
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