2. BACKGROUND
• Learning centered assessment tasks are expected to function as learning events
• Learning centered assessments are to be criterion-referenced – that is they
should be linked to instructional goals and performance objectives
• Test items should be in one to one correspondence with performance objectives
– in other words – only assess what you teach
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3. OBJECTIVES
• Describe the purpose for criterion-referenced tests
• Describe how entry skills tests, pretests, practice tests, posttests are used by instructional
designers
• Name four categories of criteria for developing criterion-referenced tests and list several
considerations within each criterion category
• Given a variety of objectives, write criterion-referenced, objective-style test items that meet
quality criterion in all four categories
• Develop instructions for product development, live performance, attitude assessments, develop
rubrics for evaluating learners’ work
• Evaluate instructional goals, subordinate skills, learner and context analysis, performance
objectives, and criterion-referenced test items for congruence
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4. FOUR TYPES OF CRITERION-REFERENCED TESTS
AND THEIR USES
• There are four types of tests the designer may create:
• The Entry Skills test
• The Pretest
• The Rehearsal
• Practice Test
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5. ENTRY SKILLS TESTS
• Entry skills tests are given to learners to determine that they possess the Pre-
requisite skills to begin instruction
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9. TEST DESIGN
• Intellectual skills domain objectives are more complex
• Higher order skills are harder to access
• Attitudinal domain skills require the learner to express preferences
• Psychomotor domain objectives may require learners to perform a sequence of
steps to demonstrate an acquired skill
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10. MASTERY LEVELS TESTING
• Mastery level performance is usually that expected of the best learners
• If students can guess then the designer should include multiple questions on the
mastery skill in question
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11. TEST ITEM FORMAT AND PERFORMANCE
OBJECTIVES
• Test item selection should be objective driven.
• Completion items include identifications and definitions
• Short answer, matching, and multiple choice require selection, and evaluation and
discrimination among other skills
• Essays require discussion and demonstration of developments of concepts
• Excellent for illustrating mastery level skills acquisition
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12. OBJECTIVE TESTS
• Objective tests are easy for learners to complete and for designers to score.
• Includes completion, short answer, true/false, matching and multiple choice.
• All tests should include clear, concise directions.
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13. ALTERNATIVE ASSESSMENT INSTRUMENTS FOR
PERFORMANCES, PRODUCTS, AND ATTITUDES
• Directions must guide the learners activities
• Testing for Attitudes require more consideration for more covert testing
• Designer should develop checklists, ratings scales and a medium for frequency
counts
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14. PORTFOLIO ASSESSMENTS
• Provides an opportunity to evaluate change over time exhibited in a learners work
samples
• It is very time consuming and expensive
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15. CONGRUENCE IN THE DESIGN PROCESS
• In the systems approach to instructional design, it is important to evaluate the
design periodically
• Requires all materials produced so far for completion of design evaluation
• Four main criteria for evaluating the overall design are:
• goal, learner, context, and assessment criteria
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16. CONGRUENCE IN THE DESIGN PROCESS, CONTINUED.
FIVE PROCEDURES FOR EVALUATING THE DESIGN
• Organize and present the materials to illuminate their relationships
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17. CONGRUENCE IN THE DESIGN PROCESS, CONTINUED.
FIVE PROCEDURES FOR EVALUATING THE DESIGN
• Judge the congruence between the information and skills in instructional goal
analysis and materials created
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18. CONGRUENCE IN THE DESIGN PROCESS, CONTINUED.
FIVE PROCEDURES FOR EVALUATING THE DESIGN
• Judge the congruence between the materials and the performance and learning
contexts
• Judge the congruence between materials and characteristics of target learners
• Judge the clarity of all materials
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19. SUMMARY AS A CHANGE AGENT, REFLECTIVE
PRACTITIONER AND LIFELONG LEARNER
• A paradigm referenced evaluation is made out of things or execution assignments that
specifically measure aptitudes depicted in at least one behavioral goals. More slender focused
evaluations are to be foundation referenced. This kind of testing of test is imperative for
assessing the two students; a procedure and instructional quality. Evaluation Self-Reflection
Think about how you have utilized appraisals in the past to either measure your own insight and
expertise levels or to investigate the aptitudes of your students. Do you feel the evaluations
helped you to pick up a superior comprehension of your insight and that of your students? The
capacity to modify the adapting needs with the goal that all students can get a handle on the
substance and have the capacity to release the data come test time Life Long Learner: Being
ready to overcome compelled circumstances that can enable me to be a superior instructor and
give a valiant effort as a student too. Change Agent: The way toward learning and planning for
test time
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