Linking Learning to Assessment1. Writing learning objectives2. Relating objectives to assessment3. Writing assessment questions4. How to analyze knowledge tests for discrimination
References1. Case SM, Swanson DB, Becker DF. Verbosity, window dressing, and red herrings: do they make a better test item? Academic Medicine. 1996;71:528-530.2. NBME Constructing Written Test Questions for the Basic and Clinical Sciences3. Haladyna, T. M., & Downing, S. M. (1989a). A taxonomy of multiple-choice item-writing rules. Applied Measurement in Education, 2(1), 37-50.4. Frisbie, D. A. (1990, April). The evolution of the multiple true- false item format. Paper presented attheAnual Meeting of the National Council on Measurement in Education, Boston.
• Sands (2002), the “basic precept of course- planning [is]: What do [you] want students to be able to do at the end of the semester?” In other words, course goals and objectives should guide the design of your course rather than technology (Aycock, Garnham, &Kaleta, 2002). Sands’ first principle for developing a blended course is to “work backward from the final course goal…to avoid a counterproductive focus on technology.”