What is design?

We are here Analysis  Input Design Output Development • Blueprints of the instructional experience • Outlining how to reach the instructional goals determined during the Analysis phase • The outputs of the design phase will be the inputs for the Develop phase

The major questions:

• What are the objectives? • What skills, knowledge, and attitudes are going to be developed? • What resources and strategies will be used in the instruction? • How the content of the learning material will be structured? • How the learners' understanding and whether or not they have meet the instructional objectives will be assessed?

Plan the elements of instruction:

• The objectives of the instruction • Motivational strategies that will be incorporated into the instruction • The introductory presentation of content • Examples and non-examples to be shown to learners • Practice activities and feedback mechanisms • Testing and evaluation strategies • The instructor materials that will be needed

Develop Learning Objectives

• Allow students to know what is expected from them; • Enable you to see whether or not the instruction is effective; • Provide guidelines for evaluation by specifying desired outcomes which can then be tested;

Design has some sub tasks

• Designing Assessment • Designing Feedback • Designing Motivation • Designing the sequence of instruction • And, of course, designing the materials – Storyboard, Flow – Prototype paper materials

Designing Assessment

• Assessment measures the competence or capability of learners • Use a variety of methods to test learners' knowledge, skills, and attitudes • Self-completion tests, activities, assignments

Assessment

Assess Need to Identify Goal(s) Revise Instruction Conduct Instructional Analysis Analyze Learners and Contexts Write Performance Objectives

Develop Assessment Instruments

Develop Instructional Strategy Develop And Select Instructional Materials Design and Conduct Formative Evaluation Design and Conduct Summative Evaluation (Dick & Carey’s Model)

Instructional Congruency Instructional Objectives Instruction Evaluation

When do you design assessment instruments?

 After learning objectives are defined to ensure that criteria and standards are reflected in assessment items.

 Objectives have direct implications for assessing student learning.

Why conduct assessment activities?

 Provide you as a designer with feedback on effectiveness of instructional activities  Provide the deliverer of instruction with feedback on effectiveness on instruction.

 Provide the learners with feedback on their progress toward the instructional objectives

Purposes of Assessment

 Feedback – To the learner and to the instructional designer  Accountability  Motivation?

Characteristics of Good Assessment Instruments

 Validity – Does the instrument assess what it is supposed to assess  Reliability – People who ‘know the material’ do well, those who don’t do poorly; consistency  Practicality – The instrument can be implemented with relative ease  Efficiency – The instrument takes as little time as necessary to get valid and reliable results

Assessment Formats

 Paper and pencil tests – Recall – Recognition – Constructed answers – Multiple-choice – Essays  On-the-job observations  Simulations  Portfolios

Focus on Criterion-Referenced Assessment

 Assessment based on pre-established benchmarks – Success is based on individual/team performance, not on comparison with others

Criterion-Referenced Assessment

 Concept : is composed of items or performance tasks that directly measure skills described in one or more behavioral objectives.

 Four types of criterion-referenced assessment: - The entry behaviors test - The pretest - The practice or rehearsal test - The posttest

Entry Behaviors Test

: is given to learners before they begin instruction.

  Assess learners’ mastery of prerequisite skills Assess skills that learners must have already mastered before beginning instruction

Pre-Test

: is administered to learners before they begin instruction.

Its focus is on how to develop instruction most efficiently for a particular group.

 Have learners previously mastered the enabling skills?

 Which particular skills have they previously mastered?

 How can I most efficiently develop this instruction?

Practice Test

: To provide active learner participation during instruction  Are students acquiring the intended knowledge and skills?

   What errors and misconceptions are they forming?

Is instruction clustered appropriately?

Is the pace of instruction appropriate for the learners?

Post-Test

: is administered following instruction.

 Have learners achieved the terminal objective?

 Is the instruction more or less effective for each main step and for each subordinate skill?

 Where should instruction be revised?

 Have learners mastered the intended information, skills, and attitudes.

Designing a Test

: A primary consideration is matching the learning domain with an item or assessment task type.

 The verbal information domain Test items include objective-style formats such as short answer, alternative response, matching, and multiple-choice items.

 The intellectual skills domain Require either objective style test items, the creation of a product, or a live performance of some type.

Designing a Test

 The attitudinal domain Usually there is no direct way to measure a person’s attitude. The instructor observes the learners’ behavior and infers their attitudes from their actions.

 The psychomotor skills domain Require the learner to perform a sequence of steps

Closing

• Instructional designers use criterion-referenced, not norm-referenced, assessment instruments.

• Well-written performance objectives guide the construction of valid and reliable criterion-referenced assessments.

• There are 4 types of criterion-referenced assessment: - entry behaviors; pretest; practice; posttest • The assessment format will be dependent on the learning outcome

Reference

• Slides are revised version of http://lrieber.myweb.uga.edu/edit6170/ppt/ass essments.ppt