It is important to ensure that the Learning Objectives have been achieved and that learning by the students have mastered the course. To decipher the level of learning, assessments are developed to make such determinations. This paper will provide examples of assessments of the learning objectives created in the previous Module. It will also discuss the use of Outcome-Based Assessments (OBA), and provide an outcome based assessment for an adult keyboard course. It will define and discuss the purpose of an Outcome-Based Assessment, the challenges such an assessment, and describe solutions that can be utilized when implementing this assessment into a program.
Assessment of Learning Objective
Keyboarding Assessment
3 pts awarded for a total of 21 points
Terminology: Student was able to identify: All or most of the terms Some Little None
3 2 1 0
Operation: Student was able to turn on and operate Operate completely Some Little None
classroom equipment 3 2 1 0
Open and navigate course software Operate completely Some Little None
3 2 1 0
Able to create a document using Language art skills Lang. skills mastered Some Little None
3 2 1 0
Completed personal project: used course software, used Completed assignment Some Little None
proper language skills and proper documentation 3 2 1 0
Typing speed: Student is able to type: > 40 wpm > 30 wpm > 20 wpm < 20 wpm
3 2 1 0
Total points: (Students points) /21
21-18 points: Student has mastered course objectives
17-13 points: Student has gain an understanding of
course objectives
12- 0 points: Students have NOT gain an understanding
of course objectives; requires ...
... middle of paper ...
...ct%3Dj% 26q%3Dproblems%2520with%2520outcome%2520based%2520assessments%26source %3Dweb%26cd%3D17%26ved%3D0CFo
Carter, M. (2003, January). A Process for Establishing Outcome -Based Assessment Plans for Writing and Speaking in the Disciplines. Retrieved February 10, 2012, from http://wac.colostate.edu: http://wac.colostate.edu/llad/v6n1/carter.pdf
Lombardi, M. ( 2008, January). Making the Grade: The Role of Assessment in Authentic Learning. Retrieved February 10, 2012, from net.educause.edu: http://net.educause.edu/ir/library/pdf/ELI3019.pdf
NcNeir, G. (1993). Outcome Based Education. Retrieved February 10, 2012, from ERIC Digest: http://scholarsbank.uoregon.edu/jspui/bitstream/1794/3306/1/digest085.pdf
Pallapu, S. (2004). Automating Outcome Based Assessment. Retrieved February 10, 2012, from psu.edu: citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.199...
Information and Software Technology Years 7–10: Advice on Programming and Assessment. (2003). Retrieved April 10, 2014, from http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/info_soft_tech_710_support.pdf
Formative assessment to inform instruction and guide student learning is being underutilized. Many students are not given feedback that is effective in helping them see where they are in regard to reaching the learning goals or that provides plan for moving them forward to achieve that goal. Students are not always given the opportunity to take an active role in the learning process by regularly assessing themselves and their peers as they work to achieve their learning goals. The purpose of this study is to determine how the use of formative assessment with immediate feedback using student response systems will impact student learning. This study will also investigate the effect that student involvement in self-evaluation has on learning.
Schiffma, S.S. (1991). Instructional systems design: Five view of the field. In G.J. Anglin (Ed.),
Because the focus of this study is related to formative assessment, the researcher will spend more time on this. The term formative assessment is not used consistently in the literature (Bennett, 2011).There are some terms used interchangeably with formative assessment such as Classroom Evaluation (Crooks, 1988), Learning- Oriented Assessment (Pryor & Crossouard, 2008), Alternative Assessment (Berry, 2008), Assessment for Learning (Asghar, 2010) or Classroom-Based Assessment (Turner, 2012). A variety of definitions of the term ‘formative assessment’ have been proposed over the years by many researchers such as Black, Tunstall and Gipps, Black and William or Brown and so
Each student will take a quiz, asking them two questions on the lesson. This will assess whether the objectives were accomplished.
DESCRIBE an evaluation tool you could use to measure whether or not your Learning Outcomes are met
Multiple means of assessment requires more planning and long-term, ongoing measurement. When conducted properly, measuring student learning is essential in order to gain a true understanding of student ability. The use of multiple means of formative and summative assessments provides appropriate evidence of student learning that can be used to help modify instructional practice to better meet students’ individual learning needs. Some of the multiple means of assessment include student portfolios made up of work examples, letters from educators, pre-tests and post-tests, wri...
Participants’ mean errors for the drag-and-drop and the keyboard were 7.06% (SD: 6.42%) and 1.81% (SD: 1.60%), respectively. This represents a 64.2% reduction in errors with the keyboard. There was a convincing statistical evidence for an effect of the input method on errors (t(15) = 3.5564, p<.01). Figure 5 summarizes the TLX questionnaire results.
In order for true learning to occur, the instructional unit must be designed to meet the needs of the learners represented within the group. During a learner analysis, a curricular designer examines the learners as a group. Since comprehensive curricular units designed to teach the foundational skills of keyboarding are not readily available, a full learner analysis will give the curricular designer a blueprint for creating such an instructional unit. This learner analysis will identify key areas that are instrumental to be included within the instructional unit; thus, increasing the likelihood of student success by meeting the individual needs of each student, as well as the group in entirety.
I also learned that is important to do a test run through different browser is using a LMS platform. To be ready and prepared to correct any technical issues within the instructional training and that designing a course will not be perfect the first time is has been design developed or implemented. I also learned that how important it is to know your learner and the skills they possess in order to align the instructions to their skills and knowledge. I learned so much from the case study and from our course discussion that I think all of them I will be able to use in the future when designing instructional modules. I will be systematic in my planning. I will take the time to follow the ADDIE model to ensure I follow each step and I will make sure to consider the needs, strengths and weaknesses of my learners as much as the planning of the course content. I’ll consider whether the problems I am required to solve are truly instructional problems, or will another kind of change or approach would solve the problem at
Summative assessment. The goal of summative assessment is to appraise student learning at the end of
Reed, Yvonne. (2006). From Feedback to Fast Forward, a talk given at the Assessment for Learning Conference in May 2006.
Stiggins, R., Arter, J., Chappuis, J., Chappuis, S., (2007). Classroom assessment for student learning: Doing it right -- using it well. Upper Saddle River, N.J: Pearson.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.