Instructional Objectives, Assessments and Evaluation of Needs Analysis Taya Hervey-McNutt EDU: 533 Instructional Design & Development Professor Nguyen November 28, 2021 Instructional Objectives, Assessments and Evaluation of Needs Analysis Instructional objectives Trainees should be able to: ● Identify factors that contribute to the existing differences amongst students ● Contribute meaningfully to discussions on how to harmoniously cope with learners diversity and articulate their insights on the same ● Formulate with ease the various instructional methods of teaching and learning that cuts across the needs and characteristics of learners Measures that evaluate each learning objective Every learning objective needs to be evaluated efficiently so as to determine whether or not the former is achievable. The following measures correspond respectively to the above-mentioned learning objectives. Objective tests These are items that are highly structured and require one to supply a word or two so as to select the right answer from a number of alternatives. The reason why they would be the best measure of evaluating the first learning objective which is to identify the factors that contribute to the existing students' differences is that they “tend to be better at testing ‘low order’ thinking skills, such as memory, basic comprehension and perhaps application (1)”. Some forms of the test would require one to identify by matching items, indicating whether the statement is true or false, filling in a blank space, or giving short answers from a number of alternatives. Essay test This type of evaluation is the best for the second learning objective because it requires a response that needs to be composed. They give room for freedom of expressing individual thoughts creatively. After contributing to discussions and articulating insights on how to cope with learners' diversity unanimously, it is logical that the trainee needs to be evaluated to understand the extent to which they are familiar with the needs analysis. Besides, it’s effective as it evaluates the said learning objective through aspects of thinking, sharing of opinions, and logically providing answers. The trainees can in detail put their thoughts down about the content learned from their own point of view. Summative evaluation Given that the third and last objective requires one to formulate with ease the perfect instructional methods for teaching and learning which cuts across the different needs and characteristics of learners, summative evaluation is with no doubt the effective measure of evaluation. For one, summative evaluation comes at the end of the course and is designed to determine the extent to which the learning objective is achieved. It also provides information for judging the appropriateness of a program which in this case is the need for analysis, students diversity. Constructed response test According to Frey, “Constructed-resp ...

1. Instructional Objectives, Assessments and Evaluation of Needs
Analysis
Taya Hervey-McNutt
EDU: 533 Instructional Design & Development
Professor Nguyen
November 28, 2021
Instructional Objectives, Assessments and Evaluation of Needs
Analysis
Instructional objectives
Trainees should be able to:
● Identify factors that contribute to the existing differences
amongst students
● Contribute meaningfully to discussions on how to
harmoniously cope with learners
diversity and articulate their insights on the same
● Formulate with ease the various instructional methods of
teaching and learning that cuts
across the needs and characteristics of learners

2. Measures that evaluate each learning objective
Every learning objective needs to be evaluated efficiently so as
to determine whether or
not the former is achievable. The following measures
correspond respectively to the
above-mentioned learning objectives.
Objective tests
These are items that are highly structured and require one to
supply a word or two so as
to select the right answer from a number of alternatives. The
reason why they would be the best
measure of evaluating the first learning objective which is to
identify the factors that contribute
to the existing students' differences is that they “tend to be
better at testing ‘low order’ thinking
skills, such as memory, basic comprehension and perhaps
application (1)”. Some forms of the
test would require one to identify by matching items, indicating
whether the statement is true or
false, filling in a blank space, or giving short answers from a
number of alternatives.
Essay test

3. This type of evaluation is the best for the second learning
objective because it requires a
response that needs to be composed. They give room for
freedom of expressing individual
thoughts creatively. After contributing to discussions and
articulating insights on how to cope
with learners' diversity unanimously, it is logical that the
trainee needs to be evaluated to
understand the extent to which they are familiar with the needs
analysis. Besides, it’s effective as
it evaluates the said learning objective through aspects of
thinking, sharing of opinions, and
logically providing answers. The trainees can in detail put their
thoughts down about the content
learned from their own point of view.
Summative evaluation
Given that the third and last objective requires one to formulate
with ease the perfect
instructional methods for teaching and learning which cuts
across the different needs and
characteristics of learners, summative evaluation is with no
doubt the effective measure of

4. evaluation. For one, summative evaluation comes at the end of
the course and is designed to
determine the extent to which the learning objective is
achieved. It also provides information for
judging the appropriateness of a program which in this case is
the need for analysis, students
diversity.
Constructed response test
According to Frey, “Constructed-response items refer to a wide
range of test items that
require examinees to produce answers in various formats (2)”.
1. What are some of the factors that contribute to the existing
student differences?
2. Write a short essay showing insight on how you would cope
with students diversity
3. Experiment on any one of the teaching and learning
institutional methods that would cut
across the different needs of learners
Test items of Bloom
● Produce various factors that hinder knowledge acquisition
● Demonstrate the impacts of non-standardized teaching

5. techniques on learners
Analyze
● Compare and contrast the various characteristics that may be
possessed by learners
● Identify the learning theory associated with Jean Piaget
How I would conduct formative, summative, and confirmative
evaluations for my project
Formative tests are usually given to determine the progress of
something, for my case
that would be the project. I would conduct it through clicker
questions, reflection writings, and
surveys to identify struggles, misconceptions, and learning gaps
and see how to close those gaps.
On the other hand, I would conduct the summative evaluation
by writing in short durations
research reports for every research I do concerning the project. I
would also do self-assessment
and peer assessment with critical and caring feedback to gauge
the validity of the project. For the
confirmative evaluation, I would collect data relating to the
project after a year in order to
determine its success. Moreover, I would also focus on long-
term productivity and do self-report

6. measures.
Confirmative evaluation tool
● How relevant was the needs analysis training
● What parts of the training course were ineffective? Provide
details
● State the most important things you gained from this training
pertaining to students
differences
● Trainees should be guided to possess which of the following
traits so as to become good
instructors?
● Specific
● Trying
● Considerate
● I don’t know
5. Do you think that analysis is a must-go-through for every
instructor?
References

7. 1. Frey, B. B. (2018). The SAGE encyclopedia of educational
research, measurement, and
evaluation. SAGE Publications.
2. London School of Economics and Political Science. (n.d.).
Objective tests. Home.
https://info.lse.ac.uk/staff/divisions/Eden-Centre/Assessment-
Toolkit/Assessment-method
s/Objective-tests
What are the different main international logistics security
programs implemented either by international agencies or
national governments?
What are the main differences between the alternative
approaches to security taken by the United States and the
European Union?
What problems arise in a security policy that is based on one-
hundred-percent inspections?
What are the four areas in which a corporation must enact
security measures to protect itself against theft and terrorism?
Suppose a disease has an incidence of 1% in the population. The
test used to detect this disease has a five percent Type I error
rate; there is no Type II error rate. A physician sees test results
from a patient indicating that the patient has the disease; the
probability that the patient actually has that disease is 17
percent. Explain this result?

8. Week 8 Assignment - Content Sequencing, Instructional
Strategies, and Message
Need BY: Monday, November, 29, 2021
Will Pay: $20 NOW & $20 WHEN COMPLETE
Overview
In the Instructional Objectives, Assessment, and Evaluation
assignment (Attached as a PDF),
you identified the instructional objectives, created your
assessment, and outlined the
appropriate evaluation approach for your project. For this
week's assignment, you will
determine the proper instructional sequence based on your
learners’ needs, develop
instructional strategies that support the course content, and
identify delivery strategies
(the message) for your audience.
Instructions
Write a 3–5 page paper in which you:
● Identify the content sequencing strategy, e.g., learning-related
or task expertise, that
correlates with the learning objectives and task analysis.
● Develop three instructional strategies that are appropriate,
based on the instructional
sequencing strategy.
● Outline the instructional message for the project.
○ Include the pre-instructional strategies.

9. ○ Explain how you will signal the structure of the text through
words and
typography.
○ Determine how pictures and graphics will be used in the
instructional materials.
● Use three sources to support your writing. Choose sources
that are credible, relevant, and
appropriate.