Write Test Specifications

1. Write Test Specifications What learners should be able to do to show they have accomplished the goal or the objectives

2. This week your group…. • Wrote Learning Goal • Wrote learning objectives for the goal • Determined types of learning of the goal • Conducted information-processing analysis of the goal. • Conducted a prerequisite analysis • Write test specifications for the goal and objectives

3. THE Triangle… Curriculum CIA or CAI Assessment Instruction

4. Instructional Timelines Objectives Plan instruction Teach Test Reteach Test Objectives Plan Assessment Plan instruction Teach Apply Strategies FA FA SA Backward Design

5. Backward Design • Stage 1: Identify Desired Results • What “enduring” understandings are desired? • What should learners know, understand, and be able to do? • What is worth understanding?

6. Backward Design • Stage 2: Determine Acceptable Evidence of Learning • How will we know if learners have achieved the desired results and met the standards?  • What will we accept as evidence of learner understanding and proficiency?

7. Backward Design • Stage 3: Design Learning Experiences & Instruction • Plan instructional activities. • Share best practice. • Build in collaboration. • Ensure success for all learners.

8. Grant Wiggins • Understanding by Design--Backward Design 3 Stages • http://ditc.missouri.edu/designProcess/designCases/backDesign.html

9. Triangle with Backward Design Curriculum Assessment Instruction

10. Assessment Types

11. Assessment FOR LearningAssessment OF Learning • Rich Stiggins • FOR learning means the purpose of the assessments drive and inform the instruction versus compare students • Assessments OF learning--normative • Assessments FOR learning-criterion referenced--everyone could get an A

12. The demise of the Bell Shaped Curve in Education • No Child Left Behind • A year’s worth of growth for every child • Mastery Learning-everyone achieves the goals and objectives • High expectations for ALL students

13. Instructional Design Strategy • Gagne’s Events of Instruction • Gain Attention • Inform learner of the objective • Simulate recall of prerequisite learning • Present material • Elicit performance • Provide feedback • Assess performance • Enhance retention and transfer

14. Scaffolding • Locus of cognitive processing • Instruction supplies-SUPPLANTIVE • High scaffolding • Knowledge gained through instruction • Student generated--GENERATIVE • Low scaffolding • Knowledge generated by students

15. Remember learning classifications • http://classweb.gmu.edu/ndabbagh/Resources/IDKB/gagnetax.htm

16. States and Capitals • http://www.sd54.org/schools/keller/jmikes/statesandcapitals.htm • Is this good instructional design? • What goal might it support? • Does it include all or any of Gagne’s events?

17. The Clickable Pigeon • http://www.swishzone.com/index.php?area=resources&tab=movies&do=page&action=detailed&link_id=2412 • Is this good instructional design? • What goal might it support? • Does it include all or any of Gagne’s events?

18. ID Examples See how others solved problems • http://cid.byu.edu/