1. Chapter 7
Developing Assessment
Instruments
Carolyn Jenkins-Haigler

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. demonstrate mastery of Benchmarks, or specific
levels of reference, are used to gauge the lesson change in performance,
attitudes, and other measurable items. It is important to promote learners
to evaluate themselves – quality of work and performance “Self-evaluation
and self-refinement are two of the main goals of all instruction
since they can lead to independent learning.”

3. Objectives
Describe the purpose for criterion-referenced tests.
Describe how entry behaviors tests, pretests, practice tests, and
posttest are used by instructional designers.
Name four categories of criteria for developing criterion-referenced
tests and list several considerations within each
criterion category.
Given a variety of objectives, write criterion-referenced,
objective-style test items that meet quality criteria in all four
categories.
Develop instructions for product development, live performance,
and attitude assessments, and develop a rubric for evaluating
learners’ work.
Evaluate instructional goals, subordinate skills, learner and
context analyses, performance objectives, and criterion-referenced
test items for congruence.

4. Types of Criterion-Referenced Tests
Entry Skills Test
Presented to
learners before
instruction is
provided
Assess
prerequisite skills
Learners may
have harder time
learning material
if skills are
lacking
Pretest
Presented to
learners before
instruction is
provided
Gauge learner
mastery of
material and help
instructor to cater
course material
to meet needs of
most learner
Practice Test
Presented during
the instructional
Used to facilitate
learner
participation
during instruction
Help to gauge
learning and
understanding
Post Test
Presented
following the
instructional
Used to assess all
objectives and
skills from the
instructional
Help to evaluate
instructional
effectiveness and
learner
knowledge

5. Designing a Test
Finding the best testing format to measure different areas/types of learning
Verbal Information Domain
◦ HOW - Learners demonstrate understanding by remembering or not remembering information
◦ WHAT – Direct objective-style test items such as short-answer, alternative response, matching,
and multiple-choice items
Intellectual Skills Domain
◦ HOW – More difficult and complex to create – gauging knowledge of multi-faceted concepts
◦ WHAT – Objective-style test items, creation of a project/product, or performance/presentation
Attitudinal Domain
◦ HOW – Also more difficult and complex instruments to create – focusing on learner preferences
and attitudes
◦ WHAT – Direct learner statement, observation, or similar inference
Psychomotor Domain
◦ HOW – Typically require the learner to demonstrate steps to show understanding of a universal
concept
◦ WHAT – Rubric, checklist, rating scale, or direct demonstrations

6. Determining Mastery Levels
In order for learners to “master”, they must achieve a certain level of
performance.
Mastery is equivalent to the level of performance normally expected from
the best learners.
Statistical
Sufficient opportunities should be provided to perform the skill so that it is
nearly impossible for correct performance to be result of chance alone.
As a general principle, mastery level for any performance should be
considered with respect to both evaluating the performance at the point in
time and enhancing the learning of subsequent, related skills in the course.
The best definition of mastery is the level requires in order to be successful
on the job.

7. Writing Assessment Item
You should write an assessment item for each objective whose accomplishment you
want to measure. Steps to follow when writing a criterion assessment item:
◦ Read the objective and determine what it wants someone to be able to do
(i.e., identify the performance).
◦ Draft a test item that asks students to exhibit that performance.
◦ Read the objective again and note the conditions under which the
performing should occur (i.e., tools and equipment provided, people
present, key environmental conditions).
◦ Write those conditions into your item.
◦ For conditions you cannot provide, describe approximations that are as
close to the objective as you can imagine.
◦ If you feel you must have more than one item to test an objective, it should
be because (a) the range of possible conditions is so great that one
performance won’t tell you that the student can perform under the entire
range of conditions, or (b) the performance could be correct by chance. Be
sure that each item calls for the performance stated in the objective, under
the conditions called for.
If you follow these steps and still find yourself having trouble drafting an assessment
item, it is almost always be because the objective isn’t clear enough to provide the
necessary guidance.

8. Types of Test Item Criterion
Goal- Centered
Focusing on the
objectives of the
instructional
Learner-
Centered
Focusing on the
differentiated
needs of learners
Context-
Centered
Focusing on the
environment in
which learning
occurs ass well as
where direct
application
(i.e. performance)
ultimately occurs
Assessment-
Centered
Focusing on all
aspects of the
assessment
design and
creation

9. Setting Mastery Criteria
What is the proper number of items needed to determine mastery of an
objective?
How many items must leaner answer correctly to be judged successful
on a particular objective?

10. Types of Items
You should select the type of item that gives
learners the best opportunity to demonstrate the
performance specified in your objective. Possible
test items include:
• Essay
• Fill-in-the-blank
• Completion
• Multiple-choice
• Matching
• Product checklist
• Live performance checklist

11. Test Item Format
To select the best type of item from among those that are
adequate, consider such factors as the response time required
by learner, the scoring time required to analyze and judge
the answers, the testing environment, and the probability of
guessing the correct answer.

12. Writing Directions
The title suggests the content to be covered.
A brief statement explains the objectives or performance to be demonstrated
and the amount of credit that will be given for a practically correct answer.
Learners are told whether they should guess if they are unsure of the answer.
Instructions specify whether words must be spelled correctly to receive full
credit.
Learners are told whether they should use their names or simply identify
themselves as members of a group.
Time limits, words limit, or space limits are spelled out.
Directions for performance and products should clearly describe what is
expected of the learners. You should include any special conditions and
decide on the amount of guidance you will provide during the assessment.

13. Evaluating Tests and Test
Items
The designer should ensure the following:
◦ Test directions
◦ Each test item
◦ Conditions
◦ The response methods
◦ Appropriate space, time, and equipment
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.
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
(5) The achievement of learners

14. Developing the Instrument
When assessing performances, products, or attitudes you will need to create
an assessment instrument to help you evaluate the performance, product, or
attitude. Dick and Carey offer five steps to creating this instrument:
Identify the elements to be evaluated
Paraphrase each element
Sequence the elements on the instrument
Select the type of judgment to be made by the evaluator
Determine how the instrument will be scored

15. Assessment of Performances,
Products, and Attitudes
Writing directions
Developing the instrument
Identify, paraphrase, and sequence elements
Developing the response format:
Checklist
Rating Scale
Frequency Count
Scoring procedure

16. Using Portfolio Assessments
Portfolios are collections of work that together represent learners’
achievements over an extended period of time.
This could include tests, products, performances, essays, or anything else
related to the goals of the portfolio. They allow you to assess learners’ work
as well as their growth during the process. As with all other forms of
assessment, whatever is included in the portfolio must be related to specific
goals and objectives. The choice of what to include can be decide on
entirely by the teacher, or in cooperation with students.
Assessment of each portfolio component is done as it is completed, and the
overall assessment of the portfolio is carried out at the end of the process
using rubrics. In addition, learners are given the opportunity to assess their
own work by reflecting on the strengths and weaknesses of various
components.
Portfolios can also be used as part of the evaluation process to determine
what students did and did not learn, and then that information can be used
to strengthen the instruction.

17. Evaluating Congruence in
the Design Process
One of the most crucial aspects of the assessment phase of the design process is to be able to
evaluate the congruence of the assessment against the objectives and analyses that have
been performed.
Remember that this is a systematic approach to instructional design, which means that every
step in the process influences subsequent steps. As such, all of your skills, objectives, and
assessment items should be parallel.
One way to clearly represent this relationship is to create a three-column table that lists each
of the skills from your instructional analysis, the accompanying objective, and the resulting
assessment item. At the bottom of the table you would finish up with your main instructional
goal, the terminal objective, and the test item for the terminal objective.
Design Evaluation Chart
Skill Objective Assessment Item (s)
1 Objective 1 Test Item
2 Objective 2 Test Item
3 Objective 3 Test Item
Instructional Goal Terminal Objective Test Item

18. Reference
Dick, W., Carey, L., & Carey, J. O. (2009). The
systematic design of instruction. (7th ed., pp.
130-163). Upper Saddle River, NJ: Pearson.

19. Summary
A criterion-referenced assessment is composed of items or
performance tasks that directly measure skills described in
one or more behavioral objectives. Leaner-centered
assessments are to be criterion-referenced. This type of testing
of test is important for evaluating both learners; a process and
instructional quality.
Assessment Self-Reflection
Think about how you have used assessments in the past to
either gauge your personal knowledge and skill levels or to
analyze the aptitudes of your learners.
Do you feel the assessments helped you to gain a better
understanding of your knowledge and that of your learners?
If so, why, and if not, why not?

20. THE END
CAROLYN JENKINS-HAIGLER