Chapter 11 apt 501
- 1. + Samaria Provitt APT.501.01.2176 Dr. Henry Benjamin
- 2. Assess Needs to identify Goal(s) Conduct Instructional Analysis Analyze Learners and Contexts Write Performance Objectives Revise Instruction Develop Assessment Instruments Develop Instructio nal Strategy Design and Conduct Formative Evaluation of Instruction Design and Conduct Summative Evaluation Develop and Select Instructional Materials
- 3. + Chapter 11 Developing Assessment Instrument focus on the revision process. The revision process states that after data has been collected and summarized, materials must be revised appropriately. There are two basic types of revision, in which we will elaborate upon throughout the slideshow.
- 4. + Describe various methods for summarizing data obtained from formative evaluation studies. Summarize data obtained from formative evaluation studies. Given summarized formative evaluation data, identify weakness in instructional materials and instruction-led instruction. Given formative evaluation data for a set of instructional materials, identify problems in the materials, and suggest revisions for materials.
- 5. +Using the Dick and Carey Model to develop a design Define the assessment tests and terms used for developing assessment Instrument Evaluate the instructional goals
- 6. Assess Needs to identify Goal(s) Conduct Instructional Analysis Analyze Learners and Contexts Write Performance Objectives Revise Instruction Develop Assessment Instruments Develop Instructio nal Strategy Design and Conduct Formative Evaluation of Instruction Design and Conduct Summative Evaluation Develop and Select Instructional Materials
- 7. + Very little data provided. Five kinds of basic information: learner characteristics and entry level skills, direct responses, to instruction, learning time, posttest performance, and responses to an attitude questionnaire.
- 8. + Test type Designer’s decision Objectives typically tested Entry 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 Verbal information:objective-style test items(short- answer,alternative response,matching,and multiple- choice items) Intellectual skills:objective-style test items,the creation of a product,a live performance. Attitudinal :the learners state their preference,the instructor observes the learners’behaviors. Psychomotor :perform a sequence of steps,a checklist or rating scale,subordinate skills.
- 10. + Writing test items Four categories of test item qualities that should be considered : Goal–centered criteria Learner-centered criteria Context-centered criteria Assessment-centered criteria
- 11. + Determining mastery levels In order for learners to “master”this unit,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.
- 12. + Determining mastery levels In order for learners to “master”this unit,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.
- 13. + Writing test items Four categories of test item qualities that should be considered : Goal–centered criteria Learner-centered criteria Context-centered criteria Assessment-centered criteria
- 14. + Setting mastery criteria What is the proper number of items needed to determine mastery of an objective? How many items must learners answer correctly to be judged successful on a particular objective? Intellectual skills>3 Verbal information=1
- 15. + 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.
- 16. +Evaluating tests and test items The designer should ensure the following: 1. Test directions 2. Each test item 3. Conditions 4. The response methods 5. Appropriate space,time,and equipment
- 17. + Evaluating tests and test items 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,and (5) the achievement of learners,
- 18. +Evaluating congruence in the design process Evaluate congruence in skill, performance objective, test items. You must create an assessment for the terminal objective. The sequence of subskills presented on your chart is important.
- 19. + Plans for Revising Instruction Changes are made based on the overall effectiveness of the unit.