respond to a given scenario demonstrating a student problem to apply problem-solving strategies and professional communication strategies.
All references used should be current, within the last five years.
Examples of everything is below. These are examples only, do not use in work
COMPETENCIES
7092.1.4 : Applies Professionalism to Problem-Solving Strategies
The learner applies professionalism to problem-solving strategies in a given context.
INTRODUCTION
During your academic career you will encounter some problems or questions that will require you to identify sources of information and find solutions. You will also need to communicate professionally with your instructors and other staff members who will assist you throughout your learning journey.
For this task, you will respond to a given scenario demonstrating a student problem, where you will be asked to apply problem-solving strategies and professional communication strategies. To complete this task, you may find it helpful to refer to the WGU Student Policy Handbook as a source of information for problem-solving as the student in the scenario. You will also write an email to a staff member to demonstrate professional communication in an academic context.
You will be required to acknowledge sources for all examples, in-text citations, and references. You should review the resources provided in the course of study and the Academic Coaching Center for support with in-text citations and references.
Note: All references used should be current, published within the last five years.
SCENARIO
Note: You will find the WGU Student Policy Handbook helpful when completing this task. Scroll down to find a link to the handbook under the Web Links section.
A university student recently completed two high-stakes assessments for one of their academic courses: an objective assessment and a performance assessment. However, the student did not pass either, and they are frustrated with both experiences.
When taking the objective assessment, the student's virtual proctor required them to rearrange their home testing environment to align to the university's proctoring policy before beginning the assessment, which resulted in a 30-minute delay to start the assessment. The student feels that this experience caused them considerable stress and anxiety and impacted their performance.
The student also submitted a performance assessment, but when they received their evaluation report, it indicated they did not pass all the paper's requirements. The student is unhappy with the feedback they received, particularly when informed that, according to the university's academic policy, they must meet with the instructor to review the course's concepts before submitting the research paper again.
The student indicates they do not understand why they must meet with the instructor prior to attempting the assessments for the second time. They also state that they do not know where to find the university's student handbook or what information is included in the handbook.
The student has acknowledged that they did not fully review all of the course content, noting that they were overwhelmed with the amount of material included in the course. They have requested approval to immediately retake the objective assessment and resubmit their performance assessment, but both requests have been denied per the university's academic policies, and the student was told to meet with the instructor to review the concepts they did not pass. The student has also been directed to review the university's student handbook, which includes the assessment policies the university adheres to.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Use the information in the given scenario to complete the following:
Note: You will find the WGU Student Policy Handbook helpful when completing this task. A link to the handbook is provided in the Web Links section.
A. Describe two actions the student in the given scenario can take to resolve their concerns that are appropriate in an academic setting and demonstrate professionalism. Support your description using relevant sources.
Note: You must acknowledge the sources used for all examples, in-text citations, and references.
B. Compose an email that the student in the given scenario could send to their academic program mentor that demonstrates academic professionalism and professional communication by doing the following:
1. Summarize the student's concerns.
2. Explain, from the student's perspective, how the student plans to move forward to complete their objective and performance assessments, including the two actions described in part A.
a. As part of your explanation in part B2, identify two goals, one goal for the objective assessment and one goal for the performance assessment, that will support completion of the assessments in a timely manner. Both goals must be different from the actions described in part A.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Assessment-Policies/ta-p/133
https://cm.wgu.edu/t5/Information-Resources/Being-Successful-with-Online-Proctoring/ta-p/134
,
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Learning Strategies in Higher Education- D389
WGU Performance Assessment Task 2
Part A:
Given the scenario above, the student has a number of ways to get their issues fixed. To
begin with, they should arrange a meeting with their course instructor as they are unable to
proceed with a retake or resubmission until they have done so. This makes it possible for the
teacher to support the student though this issue. It can be helpful to reread the material and figure
out what objectives were not met but looking over the rubric attached to the assessment. The
WGU manual (Kthometz1, 2023) has this information under Assessment policies.
The student should read the university's student handbook and the guidelines for online
proctoring carefully. This review will assist the student in comprehending the reasoning behind
the requirement of restructuring their home testing environment, as well as other guidelines for
testing. The student can better prepare for upcoming exams and steer clear of similar problems
by becoming familiar with these policies. The student will also be able to control their
expectations and feel less anxious about the exam procedure if they understood these policies.
The WGU manual (Kthometz1, 2023) contains the requirements for test station configuration for
proctoring
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Part B:
Subject: Seeking Guidance on Completing OA and PA
Dear [Insert Mentor's Name],
I am looking for guidance after failing my most recent performance and objective assessments.
To be eligible to retake these assessments, I am looking to set up a meeting with you to go over a
plan of action.
I experienced a 30 minute delay at the beginning of my exam due to proctoring requirements.
This caused tremendous stress, which I believe impacting my performance on the assessment. I
was also disappointed with the feedback and did not pass my performance assessment. I am
aware that before retaking or resubmitting the assessments, I must meet with my instructor to go
over the course material.
My goals for completed the performance and objective assessments are to create a testing
environment that is compliant with the handbook and to develop a detailed study schedule to
review the matieral thoroughly before retaking the OA and resubmitting the PA.
Thank you for you help,
[Your Full Name]
[Your Student ID]
[Your Contact Information]
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References
Western Governors University. (2023). *WGU Student Policy Handbook*. Retrieved from
[WGU Student Policy Handbook](https://www.wgu.edu/student-handbook.html).
Western Governors University. (2023). *Assessment Policies*. Retrieved from [Assessment
Policies](https://www.wgu.edu/assessment-policies.html).
Western Governors University. (2023). *Being Successful with Online Proctoring*. Retrieved
from [Being Successful with Online Proctoring](https://www.wgu.edu/online-proctoring-
success.html).
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Learning Strategies in Higher Education- D389 WGU
Performance Assessment Task 2
Part A:
Action 1: Given the scenario, the student should first direct to the WGU Student Policy
Handbook, navigate to the section titled "WGU Academic Policies and Resources." Within this section,
refer to the "Assessment Policies" subsection. Scroll down to find the "References" section, where a list
of 20 topics is provided. Select the fourth topic, "Assessment Appeals FAQ." The first question in this FAQ
addresses the student's common issue of not fully comprehending the evaluator's revision requirements.
This section of the Student Policy Handbook offers a comprehensive evaluation guide based on the
rubric, helping students to:
Summarize existing elements in their submission that partially address the rubric aspect.
Identify areas that require further development to meet the competency standards outlined in
the rubric and task instructions (WGU, 2023, Student Policy Handbook: Assessment Policies).
Using this handbook section will assist the student in systematically addressing the evaluator's
feedback and allow them to remain composed and efficient when moving forward, such as when
engaging with the program instructor. For the Objective Assessment, the student should meticulously
review each question to identify areas for improvement.
Action 2: In the scenario where the student has not passed both the Objective Assessment (OA)
and the Performance Assessment (PA) and their requests for resubmission and retake have been denied,
it is crucial to understand the criteria for an OA appeal. The denial might be related to factors such as
avoidable delays, as mentioned in the scenario. To prepare for future assessments, the student should
access their OA for the course and select "Assessment Centre." On the Assessment Centre page, there is
a "First Time Tester" button in the top right corner, which allows students to test their technology before
an official exam. Criteria for OA appeals may be denied in cases of:
Appealing because the student was close to passing.
Appealing only one exam question.
Dissatisfaction with the score.
Lack of understanding of Take-a-Break rules.
Student-specific technology or system issues (e.g., internet connection, webcam failure)
(WGU, 2023, Student Policy Handbook: Appeals for WGU Objective Assessment).
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Additionally, the student should visit their profile and select "Student Support" from the main
tabs, with a subtab of "Student Services." On the main page, there is an option to select "Webcam
Setup" to ensure a smoother proctored exam experience in the future. Moreover, it is advisable for the
student to read the "Being Successful with Online Proctoring" section in the WGU Student Policy
Handbook, which provides detailed information about the specific environment required for taking an
online test (WGU, 2023, Student Policy Handbook: Being Successful in Online Proctoring).
By taking these actions, the student can better prepare for future assessments, understand the
appeal criteria, and ensure a smoother proctored exam experience. This approach will enhance their
chances of success while maintaining compliance with APA format and academic writing standards.
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Part B:
Dear [Mentor's Name],
I trust this message finds you in good health. I am writing to express my concerns about my
recent performance in the Objective Assessment (OA) and the Performance Assessment (PA).
During the OA, I encountered initial technical difficulties that caused a 30-minute delay,
stemming from the proctor's request to adjust my test environment according to WGU's proctored
examination policy. Unfortunately, this situation led to high stress and anxiety, significantly affecting my
performance.
Regarding the PA, my disappointment in not passing was compounded by the requirement to
meet with the course instructor before attempting the assignment again, leaving me perplexed. Despite
my requests for a retake of the OA and a resubmission of the PA, both were denied, causing frustration.
After careful examination, I now understand the reasons behind these decisions. I recognize that my
initial failure to pass the PA resulted from hasty resubmission without a thorough review of the
evaluator's feedback. Upon closer inspection and a comparison with the rubric, I identified specific
errors leading to my failure. It became clear that my understanding of the concepts was incomplete, and
my preparation was insufficient. To address this, I have developed a plan involving comprehensive
material review and a deeper understanding of the assignment's requirements to avoid unnecessary
revisions and future failures.
For the OA, I understand that my anxiety stemmed from disruptions in rearranging my testing
environment, which were the result of my actions. To address this, I have explored the "Student
Support" section and utilized the "First-Time Tester" feature in the Assessment Centre to prepare
effectively for my next OA. Like my approach with the PA, I will prioritize effective studying for OA
success. I've also grasped the reasons behind the denial of my retest request based on the criteria
outlined in the WGU Student Policy Handbook under "WGU Objective Appeals."
To ensure timely completion of the OA and the PA, I have set the following objectives:
For the PA, I plan to meet with my course instructor at the beginning of the course and whenever
questions about the material arise. This proactive approach will enable a comprehensive understanding
of the course content, crucial for successful assignments. Additionally, I intend to utilize resources at the
WGU Writing Centre to enhance my academic writing skills.
For the OA, I aim to join available cohorts for OA-based courses when additional support is needed. This
approach will help me better manage study materials, eliminate feelings of being rushed or unprepared,
and ensure success in future OAs. Furthermore, I have familiarized myself with the "Taking a Break
Feature for Proctored Online Assessments" section in the WGU Student Policy Handbook, allowing a 10-
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minute break during the exam for regrouping without the option to return to previous questions or
pause the timer. I view these experiences as valuable learning opportunities and am dedicated to
improving my understanding of essential policies and practices for future success. Your understanding
and support are greatly appreciated.
Sincerely,
[Your Name]
[Your Student ID]
References
Western Governors University. (2023). WGU Academic Policies & Resources. Home – WGU
Knowledge Center. https://cm.wgu.edu/t5/WGU-Academic-Policies-Resources/ct-p/studentsupport
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