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Plan Learner Assessments

School of Education, Northcentral University

ID 5000: Fundamentals of Instructional Design

Introduction

In evaluating the formative and summative assessments, direct design models will be utilized during the incorporating the process of learning objectives. Utilizing different aspects of assessments can be derived as a cyclical process. This is an interpretation of evaluating the different learning objectives. By evaluating a high level of performance through utilizing information collected from assessments, direct measures must be perceived throughout the learning process.

Learning objectives

Student should be able to

1. Develop skills and understanding of theory necessary for graduate student to be able to work in the area of computing.

2. Enable student for individual learning needs.

3. Develop the student ability for critical evaluation, communication skills, as well as skills of organization management and self management.

4. Produce a graduate student with knowledge and skills as well as ability to solve problems both individual as well as in a team.

5. Provide opportunities for students to develop skills of transfer and improvement of specific knowledge connected to specific job position.

6. Identify requests of end users in information.

7. Select and evaluate offered solution in the area of information system.

8. Apply selected solution of information system.

9. Organize and manage maintenance of information system.

10. Recognize and solve organizational and management problems in organizations.

Assessment as a Cyclical Process

Assessment is a constant cycle of improvement;

1. Clearly define and identify the learning outcomes.

Each program should formulate learning outcomes that describe what students should be able to do to know and appreciates the following completion of the program. the learning outcomes for each program will includes public affairs learning outcomes addressing community engagement, cultural competence and ethical leadership.

1. Select appropriate assessment measures and assess the learning outcomes.

Multiple ways of assessing the learning outcomes are usually selected and used, direct and indirect measures of learning can be used it is usually recommended to focus on direct measures of learning and levels of students performance for each outcome is often described and assessed with the use of rubrics. It is important to determine how the data will be collected and who will be responsible for data collection which its results are always reported in aggregate format to protect the confidentiality of the students assessed.

1. Analyze the results of the outcomes assessed.

It is important to analyze and report the results of the assessment in a meaningful way as a small subgroup of the DAC would ideally be responsible for this function as the assessment division of FCTL would support the effort of the DAC and would provide data analysis and interpretation workshops and training.

1. Adjusting or improving programs following the results of the learning outcomes assessed.

Assessment results are worthless if they are not used, it’s a critical step of the assessment process. The assessment process has failed if the results do not lead to adjustment or improvement in a program. The results of assessment should be disseminated widely to faculty in the department in order to seek their input on how to improve programs from the assessment results. In some instance change will be minor and easy to implement. In other instance substantial changes will be necessary and recommended and may require several years to be fully implemented.

Formative Assessment

Definition:

Formative assessment refers to a wide variety of methods that teachers use to conduct in progress evaluations of comprehension, learning needs and academic progress during a lesson, unit, or course, which help teachers identify concept that students are struggling to understand, skills they are having difficulty acquiring or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques and academic support (Day, Van-Blankenstein, Westenberg & Admiral, 2018).

• Questions that teachers pose to individual students and groups of students during the learning process to determine what specific concepts they may be having trouble with a wide variety of intentional questioning strategies may be employed, such as phrasing question in specific ways to elicit more useful responses

• Specific, detailed and constructive feedback that teachers provide on students work such as journal entries, essays, worksheets, research papers, projects, ungraded quizzes, lab results or work arts, design and performance. The feedback maybe used to revise or improve a work product.

• Exit slip or ticket that quickly collect student response to a teacher’s question at the end of a lesson or class period. Based on what the response indicates the teacher can then modify the next lesson to address concepts that students have failed to comprehend or skills they may be struggling with.

• Assessments that ask students to think about their own learning process to reflect on what they do well and to articulate what they have learned or still need to learn to meet course expectation or learning standard.

• Peer assessments that allow students to use one another as learning resources such as developing a piece of writing with classmates is one common form of peer assessment particularly if student follows a rubric or guidelines provided by a teacher.

• Refocus students on the learning process and its intrinsic value, rather than on grades or extrinsic.

• Encourage students to build on their strengths rather than fixate.

In education its common for teachers to evaluate their students with exams, tests, projects and papers. The formal student assessment is usually in the middle or at the end of a year, term or semester. While important for ongoing learning, this type of assessment can sometimes lead to a gap in educator’s knowledge on helping student improvement. Class observation meanwhile provide insightful feedback about student’s motivation and engagement, but do not always indicate how much knowledge students are retaining, informal assessment therefore is an important ongoing process to establish how each student is progressing on a particular topic.

Student assessment then should be approached from multiple angles using different medium and approaches to capture the most holistic information (Dixon & Worrell, 2016). This guide teachers in adjusting ongoing learning and teaching to improve student’s achievements of learning outcomes, by enabling predictions for attainment levels and helps form the overall school strategy.

Formative Assessment format

Summative Assessment

Definition:

Summative assessments are used to evaluate students learning, skill acquisition and academic achievement at the conclusion of a defined instruction period typically at the end of a project, unit, course, semester program or school year (Dixon & Worrell, 2016). It is generally defined by three major criteria:

The test assignment or project are used to determine whether students have learned what they were expected to learn.

Summative assessments are given at the conclusion of a specific instructional period and therefore they are generally evaluative rather than diagnostic.

Summative assessment results are often recorded as scores or grades that are then factored into a student permanent academic record whether they end up as letter grades on a report card or test scores.

Midterm and Final Exam

Exams are a great way to reinforce and evaluate students understanding of the course content and main ideas. There are several different ways to approach exams including in class essay, short essays, multiple choice, short answers, fill in the blank, matching, passages identification, character identification. With plenty of flexibility for what an instructor deems important, most instructors that choose to assign exam give both a midterm and final of those who do give both often look similar in style and content so student can expect consistency in the testing method. Many instructors choose to test the first half of the course information in the midterm of the semester through a midterm and the rest of the semester at the final. In other courses information is not cumulative and lets students focus on the most current concept so they do not need to remember trials details such as minor characters from the first txt at the end of the semester.

Summative Assessment Format

Learning goals:81.4 send and receive objective using different body

Parts and equipment adjustment for speed while applying basic

Principals of movement

The motivation of medical students to work in the rural area following graduation is the key function of why the student had graduated. The graduates can work on medical training and curriculum factors, medical school-related factors, health facility-related factors, policy factors, personal and lifestyle factors.

Summative Assessment in School

Reporting individual student performance; summative assessment provides information with regards to what students have achieved at certain times. Evidence for summative assessment can be gathered in various ways first and foremost, they will gather evidence by special tests or tasks designed for students to show what they can do at a particular time, summarizing evidence from regular workup to the time of reporting by combining evidence from ongoing work and special tasks of tests (Dixon & Worrell, 2016). This is based upon textual evidence of the assessment.

Assessment for summative purpose needs to be highly reliable as it may be used for grouping or selection that can affect the future learning opportunities; for that reason, there is an attraction in using special tasks or tests because it can be specified and controlled and presented in the same way to all students and marked using the same criteria, thus they appear to give students the same opportunity to show what they can do at a particular time, hence are fair.

The reliability of the test is limited by the fact that only a small number of test items or tasks can be included and different selection from all possible ones could lead to different results. The effect of the selection of items or tasks is particularly serious in the information system since tasks that attempt to assess inquiry skills, problem-solving and the application of concepts in real-life situations are necessarily time-consuming and only a small number can be included in a test (Guerrero-Roldan, & Noguera, 2018). In some systems, both teacher's judgments and test scores are required in summative assessment in recognition that tests cannot cover the full range of goals. However, difficulties arise when attempts are made to combines or compare this measures, hence, greater weight is generally given to tests and it is often forgotten that since tests and teachers judgments assess different aspect, it is to be expected that their results differ.

Conclusion

In analyzing the basic results of the learning objectives, multiple concepts must be derived. Utilizing the particular charts and graphs based on the assessments, accurate measurements have been put in place to alter the assumptions of the information presented due to the performance models. The high level of the assessments use the diversity of the targeted learners and input accurate data upon their responses. This is an essential component of fostering a direct pattern to display accurate measures of both formative and summative assessments using learning outcomes of different groups or individuals.

References:

Day, I. N., Van Blankenstein, F. M., Westenberg, P. M., & Admiral, W. F. (2018). Explaining individual student success using continuous assessment types and student characteristics. Higher Education Research & Development, 37(5), 937-951.

Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into Practice, 55(2), 153-159.

Guerrero-Roldán, A. E., & Noguera, I. (2018). A model for aligning assessment with competences and learning activities in online courses. The Internet and Higher Education, 38, 36-46.