Project Assessment

The Plain Language learning competency module is designed as a blended instructional

approach. It will include one computer-based eLearning module, and one, 1-hour instructor-led
small group discussion. The learners will be given a two-week deadline for completing the
eLearning module which will allow them flexibility to go through it at their own pace which
works well for adult learners. Learners will navigate through the module designed around
enabling objectives in order to learn the definition of health literacy, potential negative health
outcomes of low health literacy, the seven elements of plain language, and how to apply plain
language principles to patient education resources. The instructor will be able to access learner
performance and completion of the module.

Once learners have successfully completed the computer-based module, the instructor will
schedule and facilitate a one-hour small group discussion where the learners will be asked to
analyze a paragraph of patient education content and share/discuss what changes should be
made to it in order to make it easier to understand by consumers. They should include
rationale based on the seven elements of plain language.

A set of questions from a mini-quiz will be used to measure student learning of the seven
elements of plain language. This will be a formative assessment because it will help evaluate
how students are learning of this part of the learning module compared to formative
assessment which evaluates student learning at the conclusion of the entire course. From a list
of 10 choices, the learner will have to select the correct seven elements of plain language.
Immediate feedback including rationale will be given for both correct and incorrect answers.
When a correct answer is chosen a green checkmark will appear. And if an incorrect answer is
selected, a red X will appear. The mini-quiz was chosen because it will emphasize to the
learners what is important and motivate them to focus on it (Horton, 2012). It will also help the
learners measure their own progress as well as allow the instructor to measure the progress of
the learners.

The sample of formative assessment below will be used to determine or measure the learner’s
ability to master the enabling objective “identify the seven elements of plain language with
100% accuracy.” If they do not achieve the goal 100% accuracy, they will be prompted to take
the mini-quiz again until they meet that goal.

Mini-Quiz

From the list of 10 items below, choose the seven elements of plain language.
 The content is directed to the reader. It uses the personal pronoun “you”

If the learner selects it: Feedback says that’s correct, excellent work!

If the learner doesn’t select it: Feedback says that’s incorrect, the content should
always be directed to the reader by using the pronoun “you”

 Content is comprehensive and precise

If the learner selects it: Feedback says that’s correct, excellent work!

If the learner doesn’t select it: Feedback says that’s incorrect, the content should
always include what the learner needs to know while being very concise

 Content includes “nice to know” information

If the learner selects it: Feedback says sorry, that’s incorrect. Content should
only include what the learner needs to know

If the learner doesn’t select it: Feedback says that’s correct, excellent work!

 Contains summary messages and action items that focus on what the patient needs to
know and do

If the learner selects it: Feedback says that’s correct, good job!

If the learner doesn’t select it: Feedback says no, that’s incorrect. It’s important
to include important summary messages and action items that the patient needs
to know and do.

 Includes medical jargon

If the learner selects it: Feedback says no, that’s incorrect. Plain language does
not include medical jargon or other high level terms that the reader may not
understand.

If the learner doesn’t select it: Feedback says that’s correct, excellent work!

 The title is clear, and is not informal or playful

If the learner selects it: Feedback says that’s correct, nice job!
 If the learner doesn’t select it: Feedback says that’s incorrect. Titles should
never be informal or playful.

 Serves the needs of the reader. Is clear, concise, and easy to understand the first time
its read

If the learner selects it: Feedback says you’re correct, nice job!

If the learner doesn’t select it: Feedback says that’s incorrect. Plain language
always serves the need of the reader. It’s clear, concise, and easy to understand
when read the first time.

 The sequence is logical

If the learner selects it: Feedback says that’s correct, good job!

If the learner doesn’t select it: Feedback says that’s incorrect. The order of the
content should always be placed in a logical manner to make it easier to follow.

 Uses third-person pronouns such as “he”, “she”, and “they”

If the learner selects it: Feedback says that’s incorrect. It should always be
written directed at the reader by using the pronoun “you”

If the learner doesn’t select it: Feedback says that’s correct, excellent work!

 The design enhances plain language principles by separating text into chunks

If the learner selects it: Feedback says that’s correct, great job!

If the learner doesn’t select it: Feedback says that’s incorrect. Chunking content
makes the message easier to understand by the reader.

Horton, William. (2012). E-learning by design (2nd ed.). San Francisco, CA: Pfeiffer

Tami from Kasson MN