ASSIGNMENT 7- Design And Assesement

1. Assessment by Reginald Smith
APT 501
October 15, 2016

2. Background:
An “assessment” is not just a
test, but a range of items used to
gauge a learner’s abilities and
progress as well as quality of
instruction in addition to evaluating
the instructional mediums used.
Criterion (or the plural version of
criteria) is defined as: Criterion. A
standard on which a judgment or
decision may be based learners will
a characterizing mark or trait answer
85% of quiz Criterion-referenced
assessments, also known as objective
questions reference assessments,
focus on measuring performance
items correctly to associated with
learner performance and
instructional integrity.

3. OBJECTIVES:
Describe the purpose for criterion-referenced
tests.
Describe how entry behaviors
tests,pretests,and posttests are used by
instructional designers.
Name four categories of criteria for
developing criterion-referenced tests and list
several considerations within each criterion
category

4.
OBJECTIVE
II:
nGiven
a
variety
of
objectives,write
criterion-­‐referenced,objective-­‐style
test
items
that
meet
quality
criterion
in
all
four
categories.
nDevelop
instructions
for
product
development,live
performance,and
attitude
assessments,and
develop
a
rubric
for
evaluating
learners’work.
n Evaluate
instructional
goals,subordinate
skills,learner
and
context
analyses
performance
objectives,and
criterion-­‐referenced
test
items
for
congruence.

5. MAIN
CONTENTS:
nWhat
is
the
purpose
for
criterion-­‐
referenced
test?
nHow
entry
behaviors
tests,pretests,
and
posttests
are
used
by
instructional
designers?
nHow
does
one
go
about
designing
and
developing
a
criterion-­‐referenced
test?
nWhat
are
criteria
for
developing
criterion-­‐referenced
tests
and
list
several
considerations
within
each
criterion
category?
nHow
to
determine
mastery
levels?
nHow
to
set
mastery
criteria?

6. Background:
nWhat
is
criterion-­‐referenced
test?
nThe
definitions
of
learner-­‐centered
assessment
are
congruent
with
traditional
definitions
of
criterion-­‐
referenced
testing.
nWhy
test
development
appears
at
this
point
in
the
instructional
design
process?
(p146)
Why
use
the
term
assessment
not
testing.

7. Criterion-­‐Referenced
Assessment:
nA
criterion-­‐referenced
assessment
is
composed
of
items
or
performance
tasks
that
directly
measure
skills
described
in
one
or
more
behavioral
objectives.
nLearner-­‐centered
assessments
are
to
be
criterion-­‐referenced.
This
type
of
testing
is
important
for
evaluating
both
learners’
process
and
instructional
quality

8. CONCEPT:
Test type Designer’s decision Objectives
typically tested
Behaviors
test
*Are target learners
ready to enter
instruction?
*Do learners possess
the required
prerequisite skills?
*Prerequisite
skills or those
skills below the
dotted line in the
instructional
analysis
Pretest *Have learners
previously mastered the
enabling skills?
*Which particular skills
have they previously
mastered?
*How can I most
efficiently develop this
instruction?
*Terminal
objectives
*Main steps
from the goal
analysis

9. Designing
a
test:
n Verbal
information:objective-­‐
style
test
items(short-­‐
answer,alternative
response,matching,and
multiple-­‐
choice
items)
n Intellectual
skills:objective-­‐
style
test
items,the
creation
of
a
product,a
live
performance.
n Attitudinal
:the
learners
state
their
preference,the
instructor
observes
the
learners’behaviors.
n Psychomotor
:perform
a
sequence
of
steps,a
checklist
or
rating
scale,subordinate
skills.

10. Determining
mastery
levels:
nAs
a
general
principle,mastery
level
for
any
performance
should
be
considered
with
respect
to
both
evaluating
the
performance
at
that
point
in
time
and
enhancing
the
learning
of
subsequent,related
skills
in
the
unit
or
in
the
rest
of
the
course.
nThe
best
definition
of
mastery
is
the
level
required
in
order
to
be
successful
on
the
job.
If
the
level
prove
to
be
unrealistic,they
can
be
adjusted
in
the
future.

11. Writing
test
items:
Four
categories
of
test
item
qualities
that
should
be
considered
:
nGoal–centered
criteria
nLearner-­‐centered
criteria
nContext-­‐centered
criteria
nAssessment-­‐centered
criteria

12. Setting
mastery
criteria:
n What
is
the
proper
number
of
items
needed
to
determine
mastery
of
an
objective?
n How
many
items
must
learners
answer
correctly
to
be
judged
successful
on
a
particular
objective?
Intellectual
skills>3
Verbal
information=1

13. Choice
the
appropriate
type:
To
select
the
best
type
of
item
from
among
those
that
are
adequate,consider
such
factors
as
the
response
time
required
by
learners,the
scoring
time
required
to
analyze
and
judge
answers,the
testing
environment,and
the
probability
of
guessing
the
correct
answer.

14. Writing
directions:
n The
test
title
suggests
the
content
to
be
covered.
n A
brief
statement
explains
the
objectives
or
performance
to
be
demonstrated,and
the
amount
of
credit
that
will
be
given
for
a
partially
correct
answer.
n Learners
are
told
whether
they
should
guess
if
they
are
unsure
of
the
answer.

15. Evaluating
tests
and
test
items:
n The
designer
should
ensure
the
following:
n
1. Test
directions
2. Each
test
item
3. Conditions
4. The
response
methods
5. Appropriate
space,time,and
equipment

16. Evaluating
tests
and
test
items:
n After
writing
the
test,the
designer
should
administer
it
to
a
student
or
individual
who
will
read
and
explain
aloud
what
is
meant
by
both
the
directions
and
questions,and
respond
to
each
question
in
the
intended
response
format.
n The
designer
should
keep
in
mind
that
tests
measure
the
adequacy
of
(1)
the
test
itself,(2)
the
response
form,(3)
the
instructional
materials,(4)
the
instructional
environment
and
situation,and
(5)
the
achievement
of
learners,

17. Developing
instruments
to
measure
performances,products,and
attitudes:
nWriting
directions
nDeveloping
the
instrument
nIdentify,paraphrase,and
sequence
elements
nDeveloping
the
response
format
:
checklist,
rating
scale,
frequency
count
nScoring
procedure

18. Using
portfolio
assessments:
nPortfolio
assessment
is
defined
as
the
process
of
meta-­‐evaluating
the
collection
of
work
samples
for
observable
change
of
development.
nFeatures
of
quality
portfolio
assessment.
(P162)
Portfolio
assessment
is
not
appropriate
for
all
instruction
since
it
is
very
time
consuming
and
expensive

19. Evaluating
congruence
in
the
design
process:
n Evaluate
congruence
in
skill,
performance
objective,
test
items.
n You
must
create
an
assessment
for
the
terminal
objective.
n The
sequence
of
subskills
presented
on
your
chart
is
important.