3. +
Chapter 11 Designing and Conducting Summative
Evaluation is the process of collecting data and information
in order to make decisions about the acquisition or
continued use of some instruction.
4. +
Describe the purpose of summative evaluations.
Describe the two phases of summative evaluations.
Design a summative evaluation for comparing alternative sets of
candidate instructional materials.
Contrast formative and summative evaluation by purpose design.
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
7. +
Congruence Analysis
Organizations Needs
Resources
Content Analysis Design Analysis
Utility and Feasibility Analysis
Preparing
Implementing/Collecting Data
Summarizing and Analyzing Data
Reporting Results
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.
