This document discusses developing assessment instruments. It describes four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. It also discusses test design domains, mastery levels, test item criteria, formats, and alternative assessments like portfolios. The document stresses the importance of congruence between objectives, instructional materials, and assessments. Learners should be assessed on the exact behaviors outlined in the objectives.

1. DEVELOPING ASSESSMENT
INSTRUMENTS
ALYSSA SINGLETERRY

2. BACKGROUND
• Learning-centered assessment tasks operate as learning events, and
the learners are encouraged to participate in self-assessment.
Learner-centered assessments are criterion-referenced. Test
development is very important. Test items must correspond with
performance objectives. Designers construct multiple types of
assessment instruments. The word assessment includes all types of
activities, not just ones including pen and paper.

3. OBJECTIVES
• Describe the criterion-referenced tests
• Name and describe test criteria
• Identify test item format and performance objectives
• Understand different types of formats
• Understand how to create assessments

4. FOUR TYPES OF CRITERION-REFERENCED
TESTS
• Entry Skills Tests-assess learners’ mastery of prerequisite skills
• Pretests-administered to learners before instruction begins
• Practice Tests-learners practice new knowledge to determine level of
understanding
• Posttests-similar to pretests but without entry skills

5. TEST DESIGN
• Verbal information domain-oral or written answers
• Intellectual skills domain-creation of a product or a live performance
• Attitudinal domain-learners state preference, instructor observes
behavior
• Psychomotor domain-learner is required to perform sequence of steps

6. MASTERY LEVELS
• Achieving a certain level of performance
• Exact, explicit level of performance
• 100% correct
• Multiple choice would not be accurate; correct answers by chance

7. TEST ITEM CRITERIA
• Goal-Centered-test items measure exact behavior in objective
• Learner-Centered-suited to characteristics and needs of learners
• Context-Centered-transfer of knowledge and skills from learning to
performance environment
• Assessment-Centered-producing clear, organized questions; all
necessary information given

8. MASTERY CRITERIA
• To assess:
• Intellectual skills- three or more opportunities to demonstrate skill
• Psychomotor skills-ask student to perform the skill

9. TEST ITEM FORMAT AND PERFORMANCE
OBJECTIVES
• Types of Behavior
• State/Name, Define, Identify
• Discriminate, Select, Locate
• Evaluate/Judge, Solve, Discuss
• Develop, Construct, Generate
• Operate/Perform, Choose (attitude)

10. TEST ITEM FORMAT AND PERFORMANCE
OBJECTIVES
• Types of Test Items
• Completion
• Short Answer
• Matching
• Multiple choice
• Essay
• Product Development
• Live Performance

11. TYPE OF BEHAVIOR AND RELATED TEST
ITEM TYPES

12. OBJECTIVE TESTS
• Designed to include test items easy for learners to complete and
designers to score
• Writing Objective Test Items-centered on goals, learners, contexts or
assessments
• Sequencing Items-cluster items for one objective together; essay
questions located at end of test
• Writing Directions-clear and concise

13. ALTERNATIVE ASSESSMENT INSTRUMENTS
FOR PERFORMANCES, PRODUCTS, AND
ATTITUDES
• Requires writing directions to guide the learners and construct a rubric
• Methods:
• Writing Directions
• Developing the Instrument
• Identify, Paraphrase, and Sequence Elements
• Developing the Response Format
• Scoring Procedure

14. WRITING DIRECTIONS
• Clearly describes what is to be done and how
• Consider amount of guidance that should be provided
• Inform the criteria that will be used in evaluating work

15. DEVELOPING THE INSTRUMENT
• 1. Identify the elements to be evaluated
• 2. Paraphrase each element
• 3. Sequence the elements on the instrument
• 4. Select the type of judgment to be made by the evaluator
• 5. Determine how the instrument will be scored

16. IDENTIFY, PARAPHRASE, AND SEQUENCE
ELEMENTS
• Elements to be judged are taken directly from behaviors included in
objectives
Incorrect Yes No Correct Yes No
1. Maintains
eye contact
1. Maintains eye
contact
2. Pauses with
“and , uh”
2. Pauses with
“and, uh”
3. Loses
thought, idea
3. Loses thought,
idea

17. DEVELOPING THE RESPONSE FORMAT
• Checklist-yes or no
• Rating Scale-number of quality level judgements; quality
differentiation
• Frequency Count-tallying the number of instances that something
occurred

18. PORTFOLIO ASSESSMENTS
• Process of meta-evaluating the collection of work samples for
observable change or development
• Five Criteria
• 1. Instructional goals and objectives included in assessment
• 2. Work samples must be anchored to specific instructional goals
• 3. Work samples should be the criterion-referenced assessments
• 4. Assessments are the regular pretests and posttests
• 5. Each assessment is accompanied by a rubric

19. CONGRUENCE IN THE DESIGN PROCESS
• Careful review is required
• Materials for Evaluating the Design
• Instructional analysis diagram, performance objectives, summaries of learner
characteristics, performance and learning contexts, performance objectives, and
assessments
• Procedures for Evaluating the Design
• Organization
• Congruence
• Learner Characteristics
• Contexts
• Materials Clarity

20. SUMMARY AS A LIFELONG LEARNER
• Lifelong learning is the action individuals take in furthering and
continuing their knowledge. These types of learners are self-
motivated. Lifelong learning is a voluntary act to learn and
develop. These types of learners have a better understanding of
the world around them and have improved quality of life.
Personal development and professional development are the
main reasons for learning throughout life. Lifelong learning
makes an individual more adaptable to change, helps to satisfy
personal life, increases confidence, and challenges an
individual’s own beliefs.

21. CONTACT INFORMATION
• Alyssa Singleterry
• asingletery4436@myasu.alasu.edu