This document outlines the objectives and procedures for evaluating learner achievement in the Ltle385 class. It details the importance of evaluation in instructional design, types of assessments, and best practices for developing test items. Additionally, it includes guidelines for different assessment techniques and emphasizes the role of instructional designers in creating effective evaluation plans.

1. Week 8 EVALUATING LEARNER ACHIEVEMENT

2. By the end of this class, LTLE385 students should be able to Define evaluation in general and learner evaluation in particular. Express the role of evaluation in the instructional design process. List the different types of learner evaluation. Describe the process of learner evaluation. Develop appropriate test items. OBJECTIVES

3. http://www.polleverywhere.com / Listen to instruction. Read the question. Have your mobiles ready. Get started to text your answers to 148820 PRE-TEST

4. Make three groups. Put the pieces together and the winning team will get to have a prize. ICEBREAKER

5. What is the purpose of evaluation after all? A QUESTION FOR YOU

6. EVALUATION AND THE BIG PICTURE

7. Evaluation: The process for determining the success level of an individual or product based on data and then making decisions based on this success level. Assessment: The procedures or techniques used to obtain data about learner or product. Measurement: The data collected, which is typically expressed quantitatively. EVALUATION, ASSESSMENT, AND MEASUREMENT

8. Determine the level of performance or achievement that an individual has attained as a result of instruction. Begins by examining the instructional goal and objectives. Decide on the desired change in learner knowledge, skill, or attitude. Determine the criteria for judging the success. Develop appropriate assessment activities. LEARNER EVALUATION

9. Pre-Instruction Gather data about learner current abilities Make adjustments to instruction based on learner knowledge and ability During Instruction Observation Quick-Write or Random-Call Post-Instruction Summative Evaluation LEARNER EVALUATION TIMING

10. Validity: A learner evaluation is considered valid when it helps determine whether the intended outcome were met by the learner Face validity Content validity Reliability The extent to which a learner evaluation will provide similar results when conducted on multiple occasions. Criterion-Referenced Norm-Referenced DEVELOPING A LEARNER EVALUATION

11. VALIDITY & RELIABILITY

12. Developing and implementing knowledge tests guidelines (p. 143) Objective tests True/False Items Multiple Choice Items Matching Items Constructed-response tests Short-Answer Items Essay Items DEVELOPING KNOWLEDGE ASSESSMENT TESTS (PAPER-AND PENCIL TESTS)

13. Guidelines for evaluating a skill (p.147-148) Direct testing Performance Ratings Observations and Anecdotal Records Portfolios Rubrics DEVELOPING SKILL ASSESSMENT TESTING (PERFORMANCE ASSESSMENT)

14. The most difficult outcome to determine because it examines learner’s behavior Observation and Anecdotal Records Surveys and Questionnaires Self-Reporting Inventories Interviews ASSESSMENT TECHNIQUES TO DETERMINE A CHANGE IN ATTITUDE

15. What do you think the role of ID is? Help create and execute a plan of action to design, develop, and implement an efficient and effective learner evaluation Analyze the instructional goals and objectives Determine the intended learning outcome(s) Determine the appropriate type of learner evaluation needed Design and develop the appropriate assessment techniques Assist in the implementation THE INSTRUCTIONAL DESIGNER ROLE

16. Go back to your project’s goal and objective(s). If you haven’t developed them, go ahead and do it. Think of ways to assess and evaluate the achievement of your objective(s) . Post your thoughts in your blog. Use your Google account to create a survey to assess your learners achievement. You can go back to your handouts and book for further assistance. ACTIVITY

17. HANDOUTS

18. Use simple sentences. Avoid using some words such as “always”, “never”, and “all” Assess for one idea per item. Avoid complex and ambiguous questions that create confusion or frustration. GUIDELINES FOR DEVELOPING TRUE/FALSE ITEMS

19. GUIDELINES FOR DEVELOPING CHOICE ITEMS Write a clear descriptive stem. Keep the choices short and clear (stick to four alternatives) Avoid the use of negatives in the stem. Have only one correct answer. Write the distractors to be plausible yet clearly wrong . Avoid using “All of the above” or “Non of the above”

20. List more options than the premise list. Use homogenous list. Place longer phrases in the left column. Restrict the number of matches to 10 or fewer. GUIDELINES FOR DEVELOPING MATCHING ITEMS

21. Statement should not be directly quoted from the text. Answer blanks should be in the same place on the page. The questions should measure accomplishment of objectives appropriately. There should be only one blank in an item. GUIDELINES FOR DEVELOPING SHORT-ANSWER ITEMS

22. Be unobtrusive because people behave differently in the presence of others. Be objective in your language. It should be clear, accurate, and formal. Be scientific in your observations. they should be accurate, thorough and complete. should include nothing but your observations. Include an observation form. GUIDELINES FOR CONDUCTING OBSERVATION

23. Choose a setting with little distractions. Explain the purpose of the interview. Address terms of confidentiality. Explain the format of the interview. Indicate how long the interview usually takes. Provide your contact information. Ask if they have any question or concern. Record the interview or take notes. GUIDELINES FOR CONDUCTING INTERVIEWS

24. Pay attention to survey length and make it interesting. Use legible questions. Use quick to answer type questions. Avoid leading questions. Adopt the same definitions throughout. Avoid negatives or double-negative. Avoid double-barreled questions. GUIDELINES FOR DEVELOPING SURVEYS AND QUESTIONNAIRES QUESTIONS