Assessment in the ID Project
March 13, 2013 Leave a comment
This week we worked on planning for the assessment component in the ID project, specifically evaluating learners to see if they can demonstrate the learning described in the objectives after the instruction. In other words we had to assess our learners in terms of the identified learning objectives. It made us realize the importance of the alignment between the learning objectives and the assessment of the learning outcomes. We had to specifically evaluate whether learners can demonstrate the learning described in the objectives after the instruction.
Smith & Ragan (p.112-117) was a great resource to learn “Format for Assessment” and “Assessment Item Specifications .We also used resources on Bloom’s Taxonomy of Learning Objectives to complete the Task Objective Assessment Blueprint.
The different parts of the ID project up until now, appeared fragmented but after working on the matrix it has brought in the congruency and tied up all parts of the instruction design together. The valuable peer feedback I received made me re-visit the Bloom’s taxonomy of classification of learning objectives and arrive at my TOAB. I give below the learning objectives and the corresponding Bloom’s Taxonomy and assessment plan in a table.
ID Project Description
After 3 hours of instruction students will be able to collaboratively analyze computer hardware data using google docs and make recommendations on which tablet device to buy on a budget of $500 for their use in computer science classes
1.0 Given a computer with Internet access Students will be able to become a collaborator in google docs.
1.1Given a computer with Internet access Students will be able to log into their google+ accounts and
1.1.1 Students will be able to sign up for a google+ account
1.1.2 Students will be able to connect to the internet.
1.1.3 Students will be able to launch the browser.
1.1.4 Students will be able to type the URL in the adressbar.
1.1.5 Students will be able to enter username.
1.1.6 Students will be able to enter password.
1.2 Given a computer with Internet access Students will be able to log into their gmail accounts and send messages to the instructor.
1.3 Given a computer with Internet access students will be able to browse their gmail inbox and locate the hyperlink to join as a collaborator in google docs.
2.0 Given a computer with Internet access students will be able to identify and select quality microcomputers and constituent components based on performance and cost.
2.1 Given a computer with Internet access students will be able to open the browser and type the URL of the search engine in the address bar.
2.2 Given a computer with Internet access students will be able to examine and demonstrate the best strategy to find hardware specifications quickly.
2.2.1 Given a computer with Internet access students will be able to conduct effective search by narrowing down search terms
2.2.2 Given a computer with Internet access students will be able to conduct effective search by using exact phrase.
2.2.3 Given a computer with Internet access students will be able to conduct effective search by trimming down the URL
2.2.4 Given a computer with Internet access students will be able to conduct effective search by using ‘similar to’ feature.
2.3 Given the google spreadsheet students will be able to identify the correct cells and make accurate data entry.
2.3.1 Given results of search data students will be able to select tablet computer specifications.
2.3.2 Given tablet computer specifications students will be able to identify individual components.
2.3.3 Given a spreadsheet students will be able to transcribe specification data into corresponding cells.
3.0 Given a computer with Internet access students will be able to collaborate online to debate, compare and contrast the hardware features and interactions of all microcomputer components.
3.1 Given a spreadsheet with microcomputer hardware specifications students will be able to compare data.
3. 2 Given a spreadsheet with microcomputer hardware specifications data students will be able to identify problems.
3.2.1 Given a spreadsheet with data students will be able to locate the problem cell.
3.2.2 Given a spreadsheet with data students will be able to enter comments in the cell.
3.3 Given the google spreadsheet students will be able to collaborate together and post comments.
3.4 Given the google spreadsheet students will be able to collaborate together and justify their decision after considering everybody’s points from the comments.
3.5 Given the google document students will be able to write a report taking the gist from the summary in the spreadsheet.
Matrix of Objectives, Bloom’s Taxonomy, Assessment Plan
|Learning Objectives(a)||Bloom’s Taxonomy Classification (b)||Format of Assessment (c)||Description of test form (d)||Sample items(e)|
|1.0||Application||Performance||Observation of menu in google docs||Create a google+ account, log into your email, browse inbox for instructor email and click on the hyperlink to join the shared doc as a collaborator.|
|1.1||Application||Performance||Observation||Complete data entry in the fields by entering username & Password in https://plus.google.com/|
|1.1.1||Application||Performance||Observation||Complete entry in address bar by typing https://accounts.google.com/ and click sign up in top right corner|
|1.1.2||Application||Performance||Observation||Operate mouse click on network and sharing center in task bar to see if network connection is connected|
|1.1.3||Application||Performance||Observation||Operate mouse click on the icon for internet explorer, mozilla firefox or google chrome to launch the browser.|
|1.1.4||Application||Performance||Observation||Complete entry in address bar by typing https://plus.google.com/|
|1.1.5||Application||Performance||Observation||Operate mouse click in the blank field below username and type the chosen username.|
|1.1.6||Application||Performance||Observation||Operate mouse click in the blank field below password and type the chosen password.|
|1.2||Application||Performance||Observation of successful reciept of email||In gmail operate mouse click on compose message and send test email to instructor|
|1.3||Application||Performance||Observation||Browse gmail inbox for email from instructor. Operate mouse click on the invite to join as a collaborator in google docs hyperlink.|
|2.0||Knowledge||Paper-and-Pencil||Completion by entering data in the google spreadsheet||Record data obtained from hardware component search results in corresponding cells in the spreadsheet|
|2.1||Application||Performance||Observation||Complete entry in address bar by typing http://www.google.com/advanced_search|
|2.2||Analysis & Application||Performance||Observation||Examine search results and utilize strategy 2.2.1, 2.2.2, 2.2.3 or 2.2.4 to optimize results.|
|2.2.1||Application||Performance||Observation||Choose all the words that would always appear on the perfect page. Put those in the WITH ALL THE WORDS field. Think of all the distracting pages that might also turn up because one or more of your search terms has multiple meanings. Put those in the WITHOUT field.|
|2.2.2||Application||Performance||Observation||Use exact phrase in the search query.|
|2.2.3||Application||Performance||Observation||Change the URL for search by trimming it. Trace your way back to the top and drill down again step by step.|
|2.2.4||Application||Performance||Observation||Use the URL which helped you find relevant results in similar to or linked to field to get more results.|
|2.3||Comprehension & Application||Paper-and-Pencil||Completion by entering data in the google spreadsheet||Identify the data for hardware components from search results and given a spreadsheet students will input data on Tablet computer specifications.|
|2.3.1||Knowledge & Application||Paper-and -Pencil||Completion by entering data in worksheet||Select and filter specifications for tablet computers.|
|2.3.2||Knowledge||Paper-and -Pencil||Completion by entering data in worksheet||Identify individual hardware components from the specification|
|2.3.3||Application||Performance||Observation of collaborative activity in google spreadsheet||Transfer data from hardware specifications to the google spreadsheet|
|3.0||Synthesis, Analysis & Evaluation||Performance||Project presentation of paper in google docs||Debate through collaboration in the spreadsheet compare and contrast the hardware features and interactions of all microcomputer components to evaluate ROI and present summary in google docs.|
|3.1||Analysis||Performance||Observation of activity in google spreadsheet||Compare hardware specifications of different tablet computers by looking at the data in the spreadsheet.|
|3.2||Knowledge||Paper-and-Pencil||Completion by entering comments in cells in google spreadsheet.||Identify data cells with problems|
|3.2.1||Comprehension||Performance||Observation of activity in google spreadsheet||Locate the problem cell|
|3.2.2||Comprehension & Application||Performance||Observation of activity in google spreadsheet||Include comments in the problem cell to invite collaborative discussion.|
|3.3||Analysis||Performance||Observation of activity in google spreadsheet||Compare, contrast debate and examine the hardware specifications, along with their costs of all tablets in the google spreadsheet by posting comments.|
|3.4||Evaluation||Performance||Observation of activity in google spreadsheet||Evaluate and justify which is a best buy after looking at all comments and post key points in the spreadsheet.|
|3.5||Synthesis||Paper-and-Pencil||Completion by writing a paper in google docs.||Compile a report in google docs summarizing your decision taking hints from key points in the spreadsheet.|
Smith, P., & Ragan, T. (2005). Instructional design. 3rd ed. New York: John Wiley & Sons.