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Reading #4 - Coggle Diagram
Reading #4
Chapter 7 Developing Assessment Instruments: Described criterion-centered testing and learner-centered assessment that allow learners to evaluate their work. The testing provides teachers with feedback on how well the required material is being learned and what teaching needs to be revised.
- Four types of criterion-referenced tests: entry behavior, the pretest, practice, and rehearsal test. Those tests provide different functions in designing and delivering
- Pretests: It is used to help improve course efficiency. The purpose is not to measure learning gains. This is an important point to remember and avoid presenting the skills that learners already knew.
- Practice Tests: The purpose is to promote more activity and participation of learners. This provides opportunities for learners to rehearse new information, skills and/or knowledge.
- Entry behavior test: These tests are used to measure prerequisite skills to ensure that learners have mastered certain concepts before taking the course.
- Posttests: It is similar to pretests, but do not include entry skill items. The main purpose of the test is to help instructional designers determine which parts of instruction work best and which do not.
- Designing A Test: It is the easiest way to measure a learner's knowledge of verbal information. Intelligence, attitude, and psychomotor skills can get harder. For each of these, designers need to use creative and thorough techniques to ensure they can observe changes in behavior.
- Determining Mastery levels: Depending on the context of learning and performance, it can be taken in diverse circumstances. At the school settings, the instructor might determine mastery levels based on the best performance during the class. In the workplace, proficiency may simply be an employee's demonstrated ability to perform a particular task in a particular way.
4.Writing test items: the four criteria need to be considered when creating test items, goal-centered, learner-centered, context-centered, and assessment-centered criteria.
- Learner-Centered Standards: Test items need to consider and meet the needs of learners. Diction and language should be meet to the learner's level of development, experience and language proficiency, etc. In order to test the learner's learning and understanding, the designer might remove all barriers that would prevent learners from demonstrating their genuine ability to actually respond to the test.
- Assessment-Centered criteria: The learners should focus on demonstrating their learning or abilities and less focus on the assessment. The instructor needs to reduce the anxiety of the test and concentrate on delivering the instructions.
1.Goal-centered criteria: The test items and tasks performed should match the identified performance and end goals. It required a consistent and logical link to the defined process.
- Context-centered criteria: the material is learned and tested that needs to be in a place consistent with the performance environment, skills, and/or knowledge, translating to the desired environment.
- Setting mastery criteria: If the learners can guess the answer, then the assessment need to be revised. However, it all depends on the type of skill being measured. If it's verbal information, then there should be a minimum amount of testing on it. However, if it is an intellectual skill, we may need to ask for specific information through multiple questions to demonstrate mastery.
- Types of items: The form of testing should be as consistent as possible with performance goals. The further the test is from actual performance, the harder it is to predict future positive performance.
- Objective test: Objective tests are easy for instructors to take and easy for teachers to assess. These include items such as short answer, true/false, matching, and multiple choice.
- Sequencing items: Test items based on the same topic should be clustered together. The exception is that there are essay questions at the end to help learners with time management during the exam.
- Writing directions: The test should include clear instructions so that learners know what to expect and don't encounter any surprises during the test. This includes things like time constraints, directions, spelling expectations, and test goals.
- Developing instructions to measure performances, products, and attitudes: Processes, materials, and exercises may need to be developed to test mastery and/or proficiency.
- Developing the instrument: (1). Identify the elements to be evaluated (2). Paraphrase each element (3). Sequence the elements on the instrument (4). Select the type of judgment to be made by the evaluator (5). Determine how the instrument will be scored. (Dick, W., Carey, L., & Carey, J. O.,2015, p. 158).
- Developing the response format: Using checklists, rating scales, and frequency counts, assessors can make and keep records of judgments.
- Writing direction: Instructions should be clearly stated along with any other instructions regarding the timing or special conditions required for the test.
- Rating scale: it comes with positive and negative features. Provided a clear verbal description of each quality level and used direct words, such as inadequate, adequate, good, and excellent to present the specific criteria (Dick, W., Carey, L., & Carey, J. O.,2015, p. 160)
- Using portfolio assessment: This is the process of meta-evaluating the entire work sample that varies within the learner. These ideas will guide teachers in using the portfolio as a tool for assessment and learning assembly.
- Evaluating congruence in the design process: Organization, consistency, learner characteristics, situations and clarity of material are the main components design process.
Chapter 6 Writing Performance Objectives: Performance goals can be interpreted in terms of instructional, behavioral and learning goals and emphasized on the specific content during this phase. Assessment and strategies will be determined, leading a successful learning process.
- Derivation of Condition: These conditions can be described the exact situations and resources available to learners as they learn, practice, and execute objectives. There are four purposes to consider when developing conditions,
- Resource Materials: Determine what resources or materials are needed to complete the learning tasks. This could be a graph, chart, written or physical item, etc.
- Control Task Complexity: Being able to control complexity will allow teachers to increase or decrease difficulty levels. This variability allows target populations to receive the best instruction for their skill sets and learning abilities.
- Cue or Stimulus: Consider carefully which cues you want learners to be exposed to so they can recall information they are learning or solutions to problems. Particularly effective for verbal information tasks.
4.Aiding Transfer: The relevance of the material as well as the abilities and characteristics of the learners are considered and thoroughly reviewed. Transitioning to performance settings after mastering the directives should be a relatively easy process.
5.Derivation of Criteria:Mastery depends on expectations as well as what is being taught. This process can be complicated for attitude targets due to the subjectivity of the learning material and observable behavior.
- Derivation of Behavior: Avoid vague verb, such as know, understand, appreciated to describe the activities. Used the verb, identify, classify, demonstrate, and generate to narrate the specific activities
- Process for Writing Objectives: (1). edit the goal to reflect the context (2).Write a terminal objective. (3). Clarify the skills or subskills included in the instructional analysis (4). Write objective for the subskills
- Component of an Objective: Three main components, behavior, condition, and criteria to develop of the objectives.
- Behavior: Skills or behavior can be identified in the instructional analysis to assure what learners will be able to do and also focused on action, content, and concept.
- Condition: what the learners will takeaway from the task
- Criteria: how the learner's performance will be evaluated
- Evaluation of Objectives: Clarity and feasibility are vital to create rubric objectives. Stand on learner's position to create the rubrics.
- Performance objective: Detailed description of the steps of what the learners need to do. Behavioral, performance, and instructional objective are based on the learner's knowledge, skills and attitudes (Mager, 1975)
Performance and instructional can be combined into terminal goal and subordinate objective are the required skills that the learners need to have in order to achieve the goals