Task Analysis and Assessment

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Task Analysis and Assessment
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Assessment Terminology

• Assessment
• Formative Assessment
• Benchmarks
• Summative Assessment
• Norm-Referenced/Standardized Tests
• Criterion Based Tests
• Curriculum Based Tests
• High Stakes Testing
• Alternative Assessment
• http//www.marthalakecov.org/building/strategies/
  assess/terminology.htm

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Formative Assessment

• NC Falcon (North Carolinas Formative Assessment
  Learning Communitys Online Network) is online
  instructional resources to train teachers how to
  conduct formative assessments.
• http//www.dpi.state.nc.us/accountability/educator
  s/vision/formative
• http//www.dpi.state.nc.us/accountability/

http//www.dpi.state.nc.us/movies/accountability/e
ducators/vision/formassess.mov
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Task Analysis

• What are the prerequisite skills needed to do the
  task asked for in the standard?
• What steps and sub-steps are needed to accomplish
  the task?
• There are different types of Task Analyses. Some
  are procedural, others are hierarchical.
• They can be written as flow charts or outlines.

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Example

• Standard 3.03 Use electronic resources for
  research.
• Prerequisite skills understand browsers, urls,
  how the internet works,
• Step 1. Searching for quality electronic
  resources.
• Familiarity with different search engines
• How to determine good search terms
• How to access library databases and journals
• Step 2. Determining credible sources.
• Finding sources and authors plus investigating
  which are reputable
• Making sure there are more than one data sources
• Step 3.. Organize electronic research
• Online bookmarking tools
• How to organize and download material
• Step 4. Plagiarism, appropriate and inappropriate
  use of electronic work.
• When you have to cite electronic resources and
  when you do not
• How to cite electronic resources

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Pretests and Error Analysis

• When creating task analysis for an individual
  student, it is best to conduct an error analysis
  first.
• When creating a task analysis for a class, you
  would first conduct a pretest for formative
  evaluation to see which prerequisite skills the
  class had.

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Goals and Objectives

• Goals broad statements of desirable outcomes
• Objectives more specific statements of desirable
  outcome
• Given(condition) the student will (capability
  verb) by (action) . Then criteria.

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ABCDs of Writing Objectives

• A-Audience The who. "The student will be able
  to
• B-Behavior What a learner is expected to be able
  to do or the product or result of the doing. The
  behavior or product should be observable.
• C-Condition The important conditions under which
  the performance is to occur.
• D-Degree The criterion of acceptable
  performance. How well the learner must perform in
  order for the performance to be considered
  acceptable.

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Example

• Standard is- 3.03 Use electronic resources for
  research.
• Goal The students will use electronic resources
  for research
• Objective 1 When given a topic for research, the
  student will write three appropriate search terms
  that will locate a minimum of ten sources for his
  or her topic.
• Objective 2 When locating five electronic
  sources for research, the student will identify
  the authors of the five sources and explain how
  they determined if the source was credible or
  not.
• Some examples of behaviors (not full objectives,
  but the behavior part) based on our standards are
  at http//www.hsedu.ccs.k12.nc.us/Task_Analysis.h
  tm

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Types of Test Questions

• True/False
• Matching
• Multiple Choice
• Short Answer
• Essay
• Oral Exams
• Student Portfolios
• Performance

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Blooms Taxonomy
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Rubrics

• What is a Rubric? "a scoring tool that lists the
  criteria for a piece of work or 'what counts.'"
• So a rubric for a project will list the things
  the student must have included to receive a
  certain score or rating.
• Rubrics help the student figure out how their
  project will be evaluated.
• Rubistar http//rubistar.4teachers.org/

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Informal Reading Inventories

• When you want to determine if your textbook is at
  an appropriate level for your students you need
  to check the following
• Readability
• Independent, Instructional, Frustration
• Comprehension
• Factual, Inferential, Vocabulary
• Understanding of Graphics
• Photos, graphs, charts, timelines, maps, graphics