evaluating learners achievement

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Week 8 EVALUATING LEARNER ACHIEVEMENT

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Page 1: Evaluating Learners Achievement

Week 8EVALUATING LEARNER ACHIEVEMENT

Page 2: Evaluating Learners Achievement

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

1. Define evaluation in general and learner evaluation in particular.

2. Express the role of evaluation in the instructional design process.

3. List the different types of learner evaluation.4. Describe the process of learner evaluation.5. Develop appropriate test items.

OBJECTIVES

Page 3: Evaluating Learners Achievement

http://www.polleverywhere.com/

Listen to instruction.

Read the question.

Have your mobiles ready.

Get started to text your answers to 148820

PRE-TEST

Page 4: Evaluating Learners Achievement

Make three groups.

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

ICEBREAKER

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What is the purpose of evaluation after all?

A QUESTION FOR YOU

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EVALUATION AND THE BIG PICTURE

Page 7: Evaluating Learners Achievement

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

Page 8: Evaluating Learners Achievement

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

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Pre-InstructionGather data about learner current abilitiesMake adjustments to instruction based on learner knowledge and

ability

During InstructionObservationQuick-Write or Random-Call

Post-InstructionSummative Evaluation

LEARNER EVALUATION TIMING

Page 10: Evaluating Learners Achievement

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

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VALIDITY & RELIABILITY

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Developing and implementing knowledge tests guidelines

(p. 143)

Objective testsTrue/False ItemsMultiple Choice ItemsMatching Items

Constructed-response testsShort-Answer ItemsEssay Items

DEVELOPING KNOWLEDGE ASSESSMENT TESTS (PAPER-AND

PENCIL TESTS)

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

Direct testing Performance RatingsObservations and Anecdotal RecordsPortfoliosRubrics

DEVELOPING SKILL ASSESSMENT TESTING (PERFORMANCE ASSESSMENT)

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The most difficult outcome to determine because it examines learner’s behavior

Observation and Anecdotal RecordsSurveys and QuestionnairesSelf-Reporting InventoriesInterviews

ASSESSMENT TECHNIQUES TO DETERMINE A CHANGE IN ATTITUDE

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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

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Go back to your project’s goal and objective(s). If you haven’t 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

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HANDOUTS

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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

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GUIDELINES FOR DEVELOPING CHOICE ITEMS

Write 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”

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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

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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

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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

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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

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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