1. Assignment Week 4 Chandra Wilson EDU697: Capstone: A Project Approach Dr. Phillip Orlando May 20, 2013

2. Redesign The first thing that came to mind when given the Program Learning Outcomes was online tests and surveys. I’ve taken a slide show I created from my EDU652: Instructional Design & Delivery course, and redesigned it to reflect the two Program Learning Outcomes. PLO 6: “Technology resources to facilitate effective assessment and evaluation” Tests are a great way to assess and evaluate what a student knows both before and after a lesson has been taught. By testing them prior to teaching the lesson, the instructor can get a feel for what the students already know or don’t know. This will help the teacher in tailoring the lesson to touch on areas that are well known and spend more time on areas that aren’t as well known. 2

3. Redesign Cont. PLO 7: “Utilize technology to collect and analyze data, interpret results, and communicate findings” Survey’s provide a great way to collect information, analyze the data collected, and interpret the results of the data collected. Part of the challenge for this week, was finding a previous assignment that I could redesign, or assignments I could merge together. As I was looking through my previous assignments, I found a tests and surveys slide show and thought of how perfect they fit together to include both learning outcomes. The technology used would be a slide show to teach why tests and surveys are useful, as well as using online versions of tests and surveys to gain information on what students do or don’t know about a subject. 3

4. Overview Introduction Survey/Test Goals Survey/Test Question Types Question Sequencing Feedback Results Processing Conclusion 4

5. Introduction There are many ways to test the knowledge of your students. This can be accomplished through online surveys or by standard tests. Surveys or tests can be given prior to teaching the material or after the material has already been taught. Prior to creating a survey or test, the following questions should be asked: What is the purpose of the curriculum? (Popham, 2003) What do my students already know about the topic that is either about to be taught, or has already been taught? (Popham, 2003) How long will it take my students to master the content? (Popham, 2003) What, if anything did my students learn? (Popham, 2003) By asking these questions, you can assess what to teach by either expanding on certain areas that are unknown, and minimizing areas that are well known. You can also gauge how much the student has learned from what you have already taught them. 5

6. Introduction Cont. Another thing you need to consider is, are you going to assess your students through survey or test. Although both are used as data collection, they are different in nature. A survey is a collection of general data that can be used in a variety of ways: To learn what a student knows prior to a lesson To learn how a student likes to be taught To find out what a student wants to be taught To find out how affective the teaching method was A test can be used in two different ways: As a tool to see how much a user knows prior to being taught a subject. As a specific collection of data that assist with how much knowledge the user retained from the lesson. 6

7. Survey/Test Goals There are several goals that you should keep in mind when creating a survey or test: How long will it take to complete? Keeping in mind if it is on-line, what is the deadline to complete the survey or test? Is there a time limit set for the test to be completed in? How many questions will it contain? What types of questions will it contain? What do you hope to accomplish with the survey or test? Are you just trying to collect data for a survey or are you testing for something specific? These questions will help you decide if you need a survey or a test. 7

8. Survey/Test Question Types Before you begin to author a survey or test, you need to know what types of questions will be asked. You will also need to know if the entire survey or test is going to have the same types of questions or multiple types of questions. There are several question types: True/False User will use either-or judgment (Horton, 2012) Pick-One User will choose a single correct answer from a list (Horton, 2012) Pick-Multiple User will choose multiple correct answers from a list (Horton, 2012) 8

9. Survey/Test Question Types Cont. Fill-in-the-Blanks User will fill in the correct answer (Horton, 2012) Matching-List Users will identify associations between two lists (Horton, 2012) Sequence Users will sequence items in order from a list (Horton, 2012) Composition Users will create an original explanation, such as a short essay (Horton, 2012) Performance Users will perform a step of procedures typically in a simulation (Horton, 2012) 9

10. Question Sequencing Question sequencing must be clear and smooth moving (Kothari, 2004) The relation of one question to the next should be apparent (Kothari, 2004) Questions leading from easiest to answer in the beginning to harder questions towards the end (Kothari, 2004) Place sensitive or controversial questions towards the end of the survey (Kothari, 2004) During testing, questions can either be placed in order of how they were taught or can be random Use the true/false, single answer, multiple choice questions at the beginning and the composition/performance questions toward the end 10

11. Feedback Students crave feedback This can be given in several ways: Showing an automatic score at the end of a test (Horton, 2012) Giving a right/wrong indicator during the test (Horton, 2012) Use a progress bar at the top of the survey or test 11

12. Results Processing Results for tests are as easy as right and wrong answers, with a total percentage leading to a grade Results for a survey can come in several ways: Pie Charts Bar Charts Column Charts Line Charts Area Charts Part of providing feedback to students, is to allow them to see the results from the survey. By showing them how the other students answered, they can get a sense of how they are doing compared to the other students. 12

13. Conclusion Surveys are a collection of general data Tests are a collection of specific data Both can give an instructor information on how much a student knows, has learned, or would like to learn Ensuring surveys and tests are thoroughly designed, will keep students encouraged and willing to continue the learning process 13

14. References Horton, W. (2012). E-Learning by Design (2nd ed.). San Francisco, CA: John Wiley and Sons, Inc. Kothari, C.R. (2004). Research Methodology: Methods and Techniques. New Delhi, India: New Age International (P) Limited, Publishers Popham, J.W. (2003). Test Better, Teach Better: The Instructional Role of Assessment. Alexandria, VA: Association for Supervision and Curriculum Development 14