The purpose of assessment is to inform the instructor how well individuals achieved the instructional objectives and indicate to the designer what pieces of the instruction worked well and what needs revision.
Q: Why do you need to develop your assessment instrument at this point in the design process?
A: Because your test items/questions must correspond with your performance objectives.
Ask yourself how many times you’ve taken a test with questions that weren’t part of the instruction!! It’s frustrating and unfair to the learner and it’s poor instructional design.
A: Because the nature of the assessment instruments provides some insight into the development of the instructional strategy, the next step in the ISD process.
Your textbook identifies and describes in detail four types of tests: entry behaviors test, pretest, practice test, and posttest. For this assignment, you will develop a posttest only.
This posttest should assess all of the objectives you have written (look at the degree, the D, in the ABCD that you developed for each objective). If the learner fails the terminal objective, you as the designer should be able to determine what part of the instruction the learner did not comprehend and make adjustments accordingly.
The type of test you design will depend upon the domain in which your objectives were written.
Test items in the psychomotor domain require learners to demonstrate a task. A checklist or a rating scale can be used by the instructor to determine whether or not the individual successfully executed the steps.
Test items for the affective domain are complex in that is it difficult to measure one’s attitude or preference. Items may require that the learner state the preference and the instructor observe the learner to determine whether or not their actions reflect their statement.
Test items for the cognitive domain can include a variety of possibilities dependent upon the level of cognition. If the objective is simply asking the student to “list” items, then a short answer question would be appropriate. However, at the higher level thinking of Bloom’s taxonomy of objectives, learners are required to accomplish more in a task and the method of assessment needs to match the objective.
Based upon the information read in chapter 7, develop an assessment instrument for your instruction. Look closely at the examples provided in the text and also consider developing an alternative assessment instrument.
Your posttest should include the following:
Appropriate test items for each objective (dependent upon the domain)
Clear directions for the execution of the assessment instrument.