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Running head: ACCURARCY OF PROSPECTIVE STUDENT INFORMATION

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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

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opinions and actions. The analysis chart would occur several times after the contact had
been corrected to ensure that all following contacts were inputted correctly.
Interview Questions
When did you start working in the Office of
Admissions?

November 2014

How long have you been entering in LEAD


cards?

6 months

How familiar are you with the HobsonsConnect website?

Very familiar

Before entering in prospective student


information, do you check to see if the
student already has a profile?

Yes

Before entering in prospective student


information, do you compare the address
listed to White Pages or USPS websites to
ensure the address is deliverable?

Sometimes

When entering in high school information,


do you search for the high school code or
enter the number given?

Yes

Before saving the profile, do you leave a


comment in Space Mountain with the date
entered, correct coding (example HSV for
High School Visit), and your initials?

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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to the office, and would give an idea of the effectiveness of the Hobsons-Connect
website.

Percentage from Hobsons-Connect


Time Frame
Contracts
Returned Mail
Percentage
Created/Edited
Large Import of Transfer Connects Downloaded 2/16/2015
Week 1 (2/16/15 2/20/15)
96,654
43
>1%
10,000+ Post Cards Mailed to Prospective Students 2/25/2015
Week 2 (2/23/15 2/27/15)
2,324
27
2%
Week 3 (3/2/15 3/7/15)
2,312
89
4%
Week 4 (3/9/15 3/13/15)
462
1025
220
Week 5 (3/16/15 3/20/15)
1,202
1,079
90%
Total:
102,954
2,263
2%
***actual numbers

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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all the staff members during a learning session. Having an interactive PowerPoint will
allow the staff members to get involved and keep their attention. I would post a question
on the slide and have the staff members give their answers out loud. I would also make
sure to have graphics and statistics where necessary to provide real information to them.
To show the staff member the relevance of this information, I would provide a short
video on the Hobsons-Connect website and how it is beneficial to our office as a whole.
After the PowerPoint presentation, I would provide a lesson on where the prospective
students information written on the LEAD card would be inputted into the HobsonsConnect website. To instill confidence in the staff members, I would provide feedback
(both positive feedback and constructive criticism) to the staff members so they know
exactly what they are doing correctly and what they need to work on. Lastly, I would pull
data from the Hobsons-Connect website to see which staff members input prospective
student information in correctly and provide them with a prize for their hard work. I hope
that this would then motivate those who are not inputting information correctly to do
better the next time around.
Figure 7.1: PowerPoint Presentation slides

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Figure 7.2: LEAD card and Hobsons-Connect correlation

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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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would include accessing the website, creating/editing a contact, inputting information,
and saving the contact.

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.

Figure 7.3: LEAD card activity

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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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