evaluating learners achievement

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  • Week 8EVALUATING LEARNER ACHIEVEMENT

  • By the end of this class, LTLE385 students should be able to

    Define evaluation in general and learner evaluation in particular.Express the role of evaluation in the instructional design process.List the different types of learner evaluation.Describe the process of learner evaluation.Develop appropriate test items. OBJECTIVES

  • http://www.polleverywhere.com/

    Listen to instruction.

    Read the question.

    Have your mobiles ready.

    Get started to text your answers to 148820

    PRE-TEST

  • Make three groups.

    Put the pieces together and the winning team will get to have a prize.

    ICEBREAKER

    Tie it to how the pieces fit togetherExplain the how evaluation should be justified to take part *

  • What is the purpose of evaluation after all?

    A QUESTION FOR YOU

  • EVALUATION AND THE BIG PICTURE

  • Evaluation:

    The process for determining the success level of an individual or product based on data and then making decisions based on this success level.

    Assessment:

    The procedures or techniques used to obtain data about learner or product.

    Measurement:

    The data collected, which is typically expressed quantitatively.

    EVALUATION, ASSESSMENT, AND MEASUREMENT

  • Determine the level of performance or achievement that an individual has attained as a result of instruction.

    Begins by examining the instructional goal and objectives.

    Decide on the desired change in learner knowledge, skill, or attitude.

    Determine the criteria for judging the success.

    Develop appropriate assessment activities.

    LEARNER EVALUATION

  • Pre-Instruction

    Gather data about learner current abilitiesMake adjustments to instruction based on learner knowledge and ability

    During Instruction

    ObservationQuick-Write or Random-Call

    Post-Instruction

    Summative EvaluationLEARNER EVALUATION TIMING

  • Validity:

    A learner evaluation is considered valid when it helps determine whether the intended outcome were met by the learner Face validityContent validity

    ReliabilityThe extent to which a learner evaluation will provide similar results when conducted on multiple occasions.Criterion-ReferencedNorm-Referenced

    DEVELOPING A LEARNER EVALUATION

  • VALIDITY & RELIABILITY

  • Developing and implementing knowledge tests guidelines (p. 143)

    Objective tests

    True/False ItemsMultiple Choice ItemsMatching Items

    Constructed-response testsShort-Answer ItemsEssay ItemsDEVELOPING KNOWLEDGE ASSESSMENT TESTS (PAPER-AND PENCIL TESTS)

  • Guidelines for evaluating a skill (p.147-148)

    Direct testing Performance RatingsObservations and Anecdotal RecordsPortfoliosRubricsDEVELOPING SKILL ASSESSMENT TESTING (PERFORMANCE ASSESSMENT)

  • The most difficult outcome to determine because it examines learners behavior

    Observation and Anecdotal RecordsSurveys and QuestionnairesSelf-Reporting InventoriesInterviews ASSESSMENT TECHNIQUES TO DETERMINE A CHANGE IN ATTITUDE

  • What do you think the role of ID is?

    Help create and execute a plan of action to design, develop, and implement an efficient and effective learner evaluation

    Analyze the instructional goals and objectivesDetermine the intended learning outcome(s)Determine the appropriate type of learner evaluation neededDesign and develop the appropriate assessment techniquesAssist in the implementation THE INSTRUCTIONAL DESIGNER ROLE

  • Go back to your projects goal and objective(s). If you havent developed them, go ahead and do it.

    Think of ways to assess and evaluate the achievement of your objective(s) .

    Post your thoughts in your blog.

    Use your Google account to create a survey to assess your learners achievement.

    You can go back to your handouts and book for further assistance.

    ACTIVITY

  • HANDOUTS

  • Use simple sentences.

    Avoid using some words such as always, never, and all

    Assess for one idea per item.

    Avoid complex and ambiguous questions that create confusion or frustration.GUIDELINES FOR DEVELOPING TRUE/FALSE ITEMS

  • GUIDELINES FOR DEVELOPING CHOICE ITEMSWrite a clear descriptive stem.

    Keep the choices short and clear (stick to four alternatives)

    Avoid the use of negatives in the stem.

    Have only one correct answer.

    Write the distractors to be plausible yet clearly wrong.

    Avoid using All of the above or Non of the above

  • List more options than the premise list.

    Use homogenous list.

    Place longer phrases in the left column.

    Restrict the number of matches to 10 or fewer.

    GUIDELINES FOR DEVELOPING MATCHING ITEMS

  • Statement should not be directly quoted from the text.

    Answer blanks should be in the same place on the page.

    The questions should measure accomplishment of objectives appropriately.

    There should be only one blank in an item.

    GUIDELINES FOR DEVELOPING SHORT-ANSWER ITEMS

  • Be unobtrusive because people behave differently in the presence of others.

    Be objective in your language. It should be clear, accurate, and formal.

    Be scientific in your observations. they should be accurate, thorough and complete.

    should include nothing but your observations.

    Include an observation form.

    GUIDELINES FOR CONDUCTING OBSERVATION

  • Choose a setting with little distractions.

    Explain the purpose of the interview.

    Address terms of confidentiality.

    Explain the format of the interview.

    Indicate how long the interview usually takes.

    Provide your contact information.

    Ask if they have any question or concern.

    Record the interview or take notes.

    GUIDELINES FOR CONDUCTING INTERVIEWS

  • Pay attention to survey length and make it interesting.

    Use legible questions.

    Use quick to answer type questions.

    Avoid leading questions.

    Adopt the same definitions throughout.

    Avoid negatives or double-negative.

    Avoid double-barreled questions.

    GUIDELINES FOR DEVELOPING SURVEYS AND QUESTIONNAIRES QUESTIONS

    Tie it to how the pieces fit togetherExplain the how evaluation should be justified to take part *

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