What is design?

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What is design?
We are here
Development
Analysis ?
Design
Input
Output

• Blueprints of the instructional experience
• Outlining how to reach the instructional goals
  determined during the Analysis phase
• The outputs of the design phase will be the
  inputs for the Develop phase

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The major questions

• What are the objectives?
• What skills, knowledge, and attitudes are going
  to be developed?
• What resources and strategies will be used in the
  instruction?
• How the content of the learning material will be
  structured?
• How the learners' understanding and whether or
  not they have meet the instructional objectives
  will be assessed?

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Plan the elements of instruction

• The objectives of the instruction
• Motivational strategies that will be incorporated
  into the instruction
• The introductory presentation of content
• Examples and non-examples to be shown to learners
  
• Practice activities and feedback mechanisms
• Testing and evaluation strategies
• The instructor materials that will be needed

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Develop Learning Objectives

• Allow students to know what is expected from
  them
• Enable you to see whether or not the instruction
  is effective
• Provide guidelines for evaluation by specifying
  desired outcomes which can then be tested

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Design has some sub tasks

• Designing Assessment
• Designing Feedback
• Designing Motivation
• Designing the sequence of instruction
• And, of course, designing the materials
• Storyboard, Flow
• Prototype paper materials

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Designing Assessment

• Assessment measures the competence or capability
  of learners
• Use a variety of methods to test learners'
  knowledge, skills, and attitudes
• Self-completion tests, activities, assignments

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Assessment
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Revise Instruction
Conduct Instructional Analysis
Assess Need to Identify Goal(s)
Write Performance Objectives
Develop Assessment Instruments
Develop Instructional Strategy
Develop And Select Instructional Materials
Design and Conduct Formative Evaluation
Analyze Learners and Contexts
Design and Conduct Summative Evaluation
(Dick Careys Model)
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Instructional Congruency
Instructional Objectives
Evaluation
Instruction
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When do youdesign assessment instruments?

• After learning objectives are defined to ensure
  that criteria and standards are reflected in
  assessment items.
• Objectives have direct implications for
  assessing student learning.

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Why conduct assessment activities?

• Provide you as a designer with feedback on
  effectiveness of instructional activities
• Provide the deliverer of instruction with
  feedback on effectiveness on instruction.
• Provide the learners with feedback on their
  progress toward the instructional objectives

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Purposes of Assessment

• Feedback
• To the learner and to the instructional designer
• Accountability
• Motivation?

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Characteristics of Good Assessment Instruments

• Validity
• Does the instrument assess what it is supposed to
  assess
• Reliability
• People who know the material do well, those who
  dont do poorly consistency
• Practicality
• The instrument can be implemented with relative
  ease
• Efficiency
• The instrument takes as little time as necessary
  to get valid and reliable results

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Assessment Formats

• Paper and pencil tests
• Recall
• Recognition
• Constructed answers
• Multiple-choice
• Essays
• On-the-job observations
• Simulations
• Portfolios

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Focus on Criterion-Referenced Assessment

• Assessment based on pre-established benchmarks
• Success is based on individual/team performance,
  not on comparison with others

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Criterion-Referenced Assessment

• Concept
• is composed of items or performance tasks
  that directly measure skills described in one or
  more behavioral objectives.
• Four types of criterion-referenced assessment
• - The entry behaviors test
• - The pretest
• - The practice or rehearsal test
• - The posttest

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Entry Behaviors Test

• is given to learners before they begin
  instruction.
• Assess learners mastery of prerequisite skills
• Assess skills that learners must have already
  mastered before beginning instruction

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Pre-Test

• is administered to learners before they begin
  instruction.
• Its focus is on how to develop instruction most
  efficiently for a particular group.
• Have learners previously mastered the enabling
  skills?
• Which particular skills have they previously
  mastered?
• How can I most efficiently develop this
  instruction?

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Practice Test

• To provide active learner participation during
  instruction
• Are students acquiring the intended knowledge and
  skills?
• What errors and misconceptions are they forming?
• Is instruction clustered appropriately?
• Is the pace of instruction appropriate for the
  learners?

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Post-Test

• is administered following instruction.
• Have learners achieved the terminal objective?
• Is the instruction more or less effective for
  each main step and for each subordinate skill?
• Where should instruction be revised?
• Have learners mastered the intended information,
  skills, and attitudes.

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Designing a Test

• A primary consideration is matching the
  learning domain with an item or assessment task
  type.
• The verbal information domain
• Test items include objective-style formats such
  as short-answer, alternative response, matching,
  and multiple-choice items.
• The intellectual skills domain
• Require either objective style test items, the
  creation of a product, or a live performance of
  some type.

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Designing a Test

• The attitudinal domain
• Usually there is no direct way to measure a
  persons attitude. The instructor observes the
  learners behavior and infers their attitudes
  from their actions.
• The psychomotor skills domain
• Require the learner to perform a sequence of steps

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Closing

• Instructional designers use criterion-referenced,
  not norm-referenced, assessment instruments.
• Well-written performance objectives guide the
  construction of valid and reliable
  criterion-referenced assessments.
• There are 4 types of criterion-referenced
  assessment
• - entry behaviors pretest practice
  posttest
• The assessment format will be dependent on the
  learning outcome

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Reference

• Slides are revised version of http//lrieber.myweb
  .uga.edu/edit6170/ppt/assessments.ppt