The document discusses developing assessment instruments, focusing on revising instruction based on formative evaluation data. It describes methods for summarizing evaluation data and identifying weaknesses in materials to suggest revisions. The revision process aims to improve instructional materials, strategies, and achievement of learners based on results from formative assessments.

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.

20. +
Evaluate
Design
Develop
Samaria Provitt
samariaprovitt1@gmail.com