Evaluating Learners Achievement

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This is a slide show content for a training session that I gave to undergraduate students in the Introduction to Instructional Design class.

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  • Tie it to how the pieces fit together Explain the how evaluation should be justified to take part
  • Evaluating Learners Achievement

    1. 1. Week 8 EVALUATING LEARNER ACHIEVEMENT
    2. 2. <ul><li>By the end of this class, LTLE385 students should be able to </li></ul><ul><ul><li>Define evaluation in general and learner evaluation in particular. </li></ul></ul><ul><ul><li>Express the role of evaluation in the instructional design process. </li></ul></ul><ul><ul><li>List the different types of learner evaluation. </li></ul></ul><ul><ul><li>Describe the process of learner evaluation. </li></ul></ul><ul><ul><li>Develop appropriate test items. </li></ul></ul>OBJECTIVES
    3. 3. <ul><li>http://www.polleverywhere.com / </li></ul><ul><li>Listen to instruction. </li></ul><ul><li>Read the question. </li></ul><ul><li>Have your mobiles ready. </li></ul><ul><li>Get started to text your answers to 148820 </li></ul>PRE-TEST
    4. 4. <ul><li>Make three groups. </li></ul><ul><li>Put the pieces together and the winning team will get to have a prize. </li></ul>ICEBREAKER
    5. 5. <ul><li>What is the purpose of evaluation after all? </li></ul>A QUESTION FOR YOU
    6. 6. EVALUATION AND THE BIG PICTURE
    7. 7. <ul><li>Evaluation: </li></ul><ul><li>The process for determining the success level of an individual or product based on data and then making decisions based on this success level. </li></ul><ul><li>Assessment: </li></ul><ul><li>The procedures or techniques used to obtain data about learner or product. </li></ul><ul><li>Measurement: </li></ul><ul><li>The data collected, which is typically expressed quantitatively. </li></ul>EVALUATION, ASSESSMENT, AND MEASUREMENT
    8. 8. <ul><li>Determine the level of performance or achievement that an individual has attained as a result of instruction. </li></ul><ul><li>Begins by examining the instructional goal and objectives. </li></ul><ul><li>Decide on the desired change in learner knowledge, skill, or attitude. </li></ul><ul><li>Determine the criteria for judging the success. </li></ul><ul><li>Develop appropriate assessment activities. </li></ul>LEARNER EVALUATION
    9. 9. <ul><li>Pre-Instruction </li></ul><ul><ul><li>Gather data about learner current abilities </li></ul></ul><ul><ul><li>Make adjustments to instruction based on learner knowledge and ability </li></ul></ul><ul><li>During Instruction </li></ul><ul><ul><li>Observation </li></ul></ul><ul><ul><li>Quick-Write or Random-Call </li></ul></ul><ul><li>Post-Instruction </li></ul><ul><ul><li>Summative Evaluation </li></ul></ul>LEARNER EVALUATION TIMING
    10. 10. <ul><li>Validity: </li></ul><ul><li>A learner evaluation is considered valid when it helps determine whether the intended outcome were met by the learner </li></ul><ul><ul><li>Face validity </li></ul></ul><ul><ul><li>Content validity </li></ul></ul><ul><li>Reliability </li></ul><ul><li>The extent to which a learner evaluation will provide similar results when conducted on multiple occasions. </li></ul><ul><ul><li>Criterion-Referenced </li></ul></ul><ul><ul><li>Norm-Referenced </li></ul></ul>DEVELOPING A LEARNER EVALUATION
    11. 11. VALIDITY & RELIABILITY
    12. 12. <ul><li>Developing and implementing knowledge tests guidelines </li></ul><ul><li>(p. 143) </li></ul><ul><li>Objective tests </li></ul><ul><ul><li>True/False Items </li></ul></ul><ul><ul><li>Multiple Choice Items </li></ul></ul><ul><ul><li>Matching Items </li></ul></ul><ul><li>Constructed-response tests </li></ul><ul><ul><li>Short-Answer Items </li></ul></ul><ul><ul><li>Essay Items </li></ul></ul>DEVELOPING KNOWLEDGE ASSESSMENT TESTS (PAPER-AND PENCIL TESTS)
    13. 13. <ul><li>Guidelines for evaluating a skill (p.147-148) </li></ul><ul><li>Direct testing </li></ul><ul><li>Performance Ratings </li></ul><ul><li>Observations and Anecdotal Records </li></ul><ul><li>Portfolios </li></ul><ul><li>Rubrics </li></ul>DEVELOPING SKILL ASSESSMENT TESTING (PERFORMANCE ASSESSMENT)
    14. 14. <ul><li>The most difficult outcome to determine because it examines learner’s behavior </li></ul><ul><li>Observation and Anecdotal Records </li></ul><ul><li>Surveys and Questionnaires </li></ul><ul><li>Self-Reporting Inventories </li></ul><ul><li>Interviews </li></ul>ASSESSMENT TECHNIQUES TO DETERMINE A CHANGE IN ATTITUDE
    15. 15. <ul><li>What do you think the role of ID is? </li></ul><ul><li>Help create and execute a plan of action to design, develop, and implement an efficient and effective learner evaluation </li></ul><ul><ul><li>Analyze the instructional goals and objectives </li></ul></ul><ul><ul><li>Determine the intended learning outcome(s) </li></ul></ul><ul><ul><li>Determine the appropriate type of learner evaluation needed </li></ul></ul><ul><ul><li>Design and develop the appropriate assessment techniques </li></ul></ul><ul><ul><li>Assist in the implementation </li></ul></ul>THE INSTRUCTIONAL DESIGNER ROLE
    16. 16. <ul><li>Go back to your project’s goal and objective(s). If you haven’t developed them, go ahead and do it. </li></ul><ul><li>Think of ways to assess and evaluate the achievement of your objective(s) . </li></ul><ul><li>Post your thoughts in your blog. </li></ul><ul><li>Use your Google account to create a survey to assess your learners achievement. </li></ul><ul><li>You can go back to your handouts and book for further assistance. </li></ul>ACTIVITY
    17. 17. HANDOUTS
    18. 18. <ul><li>Use simple sentences. </li></ul><ul><li>Avoid using some words such as “always”, “never”, and “all” </li></ul><ul><li>Assess for one idea per item. </li></ul><ul><li>Avoid complex and ambiguous questions that create confusion or frustration. </li></ul>GUIDELINES FOR DEVELOPING TRUE/FALSE ITEMS
    19. 19. GUIDELINES FOR DEVELOPING CHOICE ITEMS <ul><li>Write a clear descriptive stem. </li></ul><ul><li>Keep the choices short and clear (stick to four alternatives) </li></ul><ul><li>Avoid the use of negatives in the stem. </li></ul><ul><li>Have only one correct answer. </li></ul><ul><li>Write the distractors to be plausible yet clearly wrong . </li></ul><ul><li>Avoid using “All of the above” or “Non of the above” </li></ul>
    20. 20. <ul><li>List more options than the premise list. </li></ul><ul><li>Use homogenous list. </li></ul><ul><li>Place longer phrases in the left column. </li></ul><ul><li>Restrict the number of matches to 10 or fewer. </li></ul>GUIDELINES FOR DEVELOPING MATCHING ITEMS
    21. 21. <ul><li>Statement should not be directly quoted from the text. </li></ul><ul><li>Answer blanks should be in the same place on the page. </li></ul><ul><li>The questions should measure accomplishment of objectives appropriately. </li></ul><ul><li>There should be only one blank in an item. </li></ul>GUIDELINES FOR DEVELOPING SHORT-ANSWER ITEMS
    22. 22. <ul><li>Be unobtrusive because people behave differently in the presence of others. </li></ul><ul><li>Be objective in your language. It should be clear, accurate, and formal. </li></ul><ul><li>Be scientific in your observations. they should be accurate, thorough and complete. </li></ul><ul><li>should include nothing but your observations. </li></ul><ul><li>Include an observation form. </li></ul>GUIDELINES FOR CONDUCTING OBSERVATION
    23. 23. <ul><li>Choose a setting with little distractions. </li></ul><ul><li>Explain the purpose of the interview. </li></ul><ul><li>Address terms of confidentiality. </li></ul><ul><li>Explain the format of the interview. </li></ul><ul><li>Indicate how long the interview usually takes. </li></ul><ul><li>Provide your contact information. </li></ul><ul><li>Ask if they have any question or concern. </li></ul><ul><li>Record the interview or take notes. </li></ul>GUIDELINES FOR CONDUCTING INTERVIEWS
    24. 24. <ul><li>Pay attention to survey length and make it interesting. </li></ul><ul><li>Use legible questions. </li></ul><ul><li>Use quick to answer type questions. </li></ul><ul><li>Avoid leading questions. </li></ul><ul><li>Adopt the same definitions throughout. </li></ul><ul><li>Avoid negatives or double-negative. </li></ul><ul><li>Avoid double-barreled questions. </li></ul>GUIDELINES FOR DEVELOPING SURVEYS AND QUESTIONNAIRES QUESTIONS

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