Developing Assessment Items
Goals and Outcomes
After completing this module, students will be able to:
- Describe the purpose for criterion-referenced tests.
- Describe how entry skills tests, pretests, practice tests, and post-tests are used by instructional designers.
- Name four categories of criteria for developing criterion-referenced tests and list several considerations within each criterion category.
Chapter 7 from: Dick, W., Carey, L. & Carey, J.O. (2015). The systematic design of instruction. (8th ed.). New York: Pearson.
“To Do” List
Discussions Forum 7: Developing Assessment Instruments
Chapter 7 is about developing assessment instruments. Achievement testing is currently at the forefront of the school-reform movement in the United States, and learner-centered assessment permeates the school-reform literature. What impact do you feel has achievement testing had on classrooms, teachers and children?
For all discussions, full credit is awarded for providing a meaningful and well-written original thread and responses to two classmates. Discussion postings should always be thoughtful, courteous and on topic. In order to ensure that postings are appropriate in length and substance, please limit your initial postings to @100 words and each of your responses to @50 words.
Make your initial posts before 11:59 p.m. U.S. EST/EDT on Day 5 of this module. Complete your replies before 11:59 p.m. U.S. EST/EDT on the next Monday.
Discussion postings should always be thoughtful and courteous and include some references or direct evidence from the module’s content, readings, or assignments to support your statements.
Initial Link to Reflective Learning Blog
Post a link to your developing blog page in Moodle. It does not have to be complete at this point. You will post a link to your completed blog at the end of the semester.
Throughout the semester, you will be expected to create and maintain your own blog as a part of this course. The idea is to create a blog that will extend beyond the end of this class, and will extend to the end of your Ed.S. coursework. Your blog should be organized by Course Titles (not numbers) and should be maintained throughout the entire time you are in the EdS program.
Blogs allow you to showcase work, reference experiences, items in class, news, provide your own commentary, and demonstrate to others what you know and are able to do. You will be graded on your creativity, ability to inspire student learning, generate digital learning experiences and assessments as well as your modeling of digital work and citizenship will.
You can use Blogger, WordPress, Weebly, or another blogging system to create your blog. Make as many posts as you like, but by the end of the semester, the idea is that your blog will reflect the readings and assignments of the course – with no major component of the course missing (think of this as chapter readings and assignments).
A post can consist of any reflection of the reading materials as they connect to your previous knowledge or your current position. Posts can also be something you created to inspire student learning or a digital experience or assessment you created. You may also want to also post a link to an online resource along with a quick summary of the important points of this resource. When you have completed your classes, you are encouraged to continue with your blog and posts as long as you would like as long as you keep them updated and relevant to current conversations. This will help demonstrate learning, show growth and express your knowledge and skills to friends, co-workers, family, employers and future employers.
Grade: 5 points (this is also a course requirement and a program requirement)
Instructional Design Project REPORT 1 – Pre-instructional Components
THIS IS THE BEGINNING OF THE INSTRUCTIONAL DESIGN PROJECT. Report 1 is all about getting started with a real instructional issue and context. You will need to immerse yourself into the CONTEXT of the instructional scenario and APPLY the CONTENT of the text in order to write your report.
You will need to thoroughly gain insight into the components of each report.
The details of these Reports are briefly listed below – for further explanation of each component, please see the text.
THE MOST IMPORTANT PARTS OF REPORT 1 ARE THE FOLLOWING COMPONENTS:
Report 1 – Pre-instructional Components: 25 Points
- State the context of your instructional analysis: Exactly where and in what setting will you be analyzing the instruction?
- Rationale for selection of context
- Description of context
- Description of learners (demographics, details, etc.)
- Performance context of learners and implications for instruction
- Instructional goal statement – what are the learners supposed to be learning?
- Goal analysis – a breakdown of the instructional goals
- Subskills analysis – a list and reflection of the skills needed to perform the instructional goals
- Entry behaviors analysis – what can the learners already do in relation to the instructional goals?
Due on the first day of Module 7. Submit it in Moodle. APA format. Length will vary among students and topics.