Write the student assessment instruments for your
project. They may include tests, performance
assignments with checklist or rating scales, or any
other means that is appropriate for what you are
teaching. If you have attitudinal objectives, try to
specify some unobstrusive ways of measuring whether
students' attitudes have changed (I might not hold
you to actually trying them out). There should be a
prerequisites assessment (length may vary widely
depending on the project), a pre-instructional
assessment, and a post-instructional assessment. You
should include at least one item for every objective.
In some cases you may need more than one item per
objective.
However, for this draft, you may include just one
item, as long as you indicate that the final version
may have more. We must also remember that the
assessments may change as you finalize your analyses
and objectives.
If you find that your assessments are getting very
long, talk to me about which items you should
actually present to your target audience when you
tryout your instructional materials.
Key criteria for evaluating your assessments
instruments:
- Accuracy: Are all the assessment items
accurate?
- Congruence: Do all the assessment items match
the corresponding objectives?
- Completeness: Are all the items complete
tests of the ability to perform the
corresponding objectives? Do all objectives
have corresponding assessment
items?
- Style: Does the style of the assessment items
match standards (or improve upon
them)? Are they easy to read and understand
for the target audience?
- Format: Are the checklists, tests, etc.
well-formatted, so that it is easy for
administrators,
students, graders, and evaluators to use
them?
- Presentation: Are the assessment instruments
presented well? Are they
easy to understand and respond to for the
target population?
Grading
Criteria