Instructional Design: Assessment

1. Instructional Design:Assessment July 23, 2009

2. Instructional Design: Review UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell

3. Begin with the End in Mind “Habit 2 is based on imagination–the ability to envision in your mind what you cannot at present see with your eyes. It is based on the principle that all things are created twice. There is a mental (first) creation, and a physical (second) creation. The physical creation follows the mental, just as a building follows a blueprint.… Begin with the End in Mind means to begin each day, task, or project with a clear vision of your desired direction and destination, and then continue by flexing your proactive muscles to make things happen.” UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell Source: Covey, S. R. (2004). The 7 habits of highly effective people. New York: Free Press.

4. Assessment Formative Summative UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell assessment forlearning generally ungraded students: what have I learned? how can I improve? instructors: what have students mastered? where are they having difficulty? • assessment oflearning • generally graded • measure improvement, comprehension, &/or retention • provide evidence of learning or mastery

5. Matching Objective to Domain UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell

6. Strategies: Cognitive Domain UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell Adapted from: Cranton, P. (2000). Planning instruction for adult learners. Toronto: Wall & Emerson, p. 179.

7. Example: Multiple Choice Characteristics Example UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell 3-5 choices Can be written to most levels of Bloom's taxonomy Easy to grade Limited value for synthesis and evaluation Clear and straightforward Distractors are important Your assignment is to locate articles on the effects of personal income tax deduction on the economy. Select from below the most effective search strategy: personal income and tax deduction and (economy or economic conditions) effects of personal income tax deduction on the economy personal and income tax deduction and economy

8. Example: True/False Characteristics Examples UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell Measures narrow range of content Tests recognition Binary (50% chance of being correct) A good search statement will include the use of Boolean operators (True or False) Boolean operators can narrow or broaden search results (True or False)

9. Example: Matching Characteristics Example UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell Identify relationships between two sets of responses Tests ability to discriminate No ambiguity No more than 6 or 7 items

10. A Sample Worksheet/Assessment • Objective: can student successfully perform the tasks needed for the assignment? • Meta-cognitive: can student evaluate process, describe success/failure of different approaches? UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell

11. Pre-tests Pros Cons UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell determine start point arouse interest advance organizer / cues post-tests intimidate learners time away from instruction

12. Classroom Assessment Techniques UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell LB2822.75 .A54 1993 (Education)

13. Task: Design an Assessment • Locate a relevant library subscription database via the OPAC to search for journal articles  • Correctly classify KPE documents as primary or secondary sources • Compose a proper APA citation for their bibliography with fewer than 3 errors What strategies could you employ to assess these learning objectives? Design a task or question to measure student performance. UBC SLAIS - LIBR 535 Summer 2009 | Instructor: Colleen Bell