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Developing Assessment Instruments
Christopher Walker
How to use this information to further the learner assessment goalLearner Assesment
Dick and Carey 5 Steps for creating an instrument
Know the Types of Assessment Items
Domains and Item Types
Types of Criterion-Referenced Tests
The Criteria for writing test items
Entry Behavior Test – An entry behavior test is given to learners before instruction. They are designed to assess learners mastery of prerequisite skills.Pretest – A pretest is used to determine whether learners have already mastered some of the skills in your instructional analysis.
Types of Criterion-Referenced Tests
Continued• Practice Tests – Practice tests solicits the learners
participation during the instruction by providing them with a chance to rehearse the new skills they are being taught.
• Posttests - Posttests are given following instruction and help you determine if the learner has achieved the objectives you set our for them to accomplish.
The Criteria for writing test items
• Goal – Centered Criteria
• Learner – Centered Criteria
• Context – Centered Criteria
• Assessment – Centered Criteria
Dick and Carey 5 Steps for creating an Instrumemt• 1. Identify the elements to be evaluated. These elements should
be taken directly from the behaviors and criteria included in your objectives.
• 2. Paraphrase each element. Also make sure that a “Yes” response on the instrument always corresponds with a positive performance, and a “No” response with a negative performance.
• 3. Sequence the elements on the instruments. The order in which the elements are listed should match the natural order of the performance.
• Continued
4. Select the type of judgement to be made by the evaluator. When evaluating a performance, product, or attitude, judgements can be made using checklists, rating scales, or frequency counts.
5. Determine how the instrument will be scored. With checklists you can simply add up the yes answers to obtain a score for each objective and for the entire process or product. With rating scales you can add up the numbers assigned for each element.
Know the Types of Assessment Items
Essay
Fill-in-the-blank
Live performance checklist
Product checklist
Completion
Multiple-choice
Matching
Examples
Domains and Item TypesVerbal Information
Attitudes
Psychomotor Skills
Intellectual Skills
Verbal Content• Verbal Skill objectives generally call for simple objective-
style test items. This includes short-answer, matching and multiple choice
AttitudesAttitude objectives are more problematic since there is not usually a way to directly measure a persons attitude.
Psychomotor Skills• Psychomotor objectives are usually assessed by having the
learner perform a set of task that lead to the achievement of the goal. It also requires a checklist or rating scale so that the instructor can determine if the steps were performed correctly.
Intellectual Skills• Intellectual skills objective
require either objective style test items the creation of some product or a performance test.
Goal Centered Criteria
Test Items should be congruent with the terminal and performance objectives by matching the behavior involved
Learner-Centered CriteriaTest items should be taken into consideration and the characterizes and needs of the learners.
Assessment-Centered CriteriaTest Items should be well written and free of spelling grammar and punctuation errors. Directions should be clearly written to avoid any confusion on the part of the learner
Context-Centered CriteriaTest items such as writing performance and the learning context should be considered.
SummaryReflective Practitioner: The ability to adjust the learning
needs so that all learners can grasp the content and be able to spit out the information come test time
Life Long Learner: Being able to get through pressured situations that can help me be a better teacher and do my best as a learner as well.
Change Agent: The process of learning and preparing for test time
