Evaluation of the Present Level 2 Assessment System

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In the Assessment and Technology class I learned principles of assessment and evaluation for instructional design and delivery, with an emphasis on technologies to support assessment functions. Topics included assessment for the classroom (traditional or online), for instructional support, and for policy decisions; design and use of performance assessments; assessment of beliefs and attitudes; data-based decision-making; program, product, and usability evaluation; and use of learning-management and related assessment systems.

In this project, created for Professor Professor Brent G. Wilson and Len Scrogan's IT 5990: Assessment and Technology class, I worked independently to produce a project about how the organization I work for uses a formative approach to assessments for the courses created in the instructional design process. The assessments are designed to measure the participant’s knowledge, skills, and ability to master the content of the course. Multiple-choice questions are the only type of question used for our assessments (this includes using graphics or long case scenarios). This project shows ideas for new and creative ways to use multiplechoice questions so the participants may recall the material for use in their jobs and to prepare for certification.

This project meets the following competencies:

Reflective Practice

1. Take a systems view.

This project fulfills this competency because I was able to understand the context of how our organization used formative assessments to evaluate students from the gathered information of my research and by analyzing the data from the needs analysis and observations that I conducted. I was then able to give recommendations on how to improve the process for creating assessment questions for our organization.

2. Use cycles of reasoning as tools for problem-solving.

This project fulfills this competency by allowing me to use the cycles of reasoning as a way to problem-solve solutions in evaluating the assessment process for my organization. I performed action research by observing the other instructional designers while they went through the process of creating assessment questions. I did extensive research on ways to create quality assessment questions. The Assessment Evaluation shows the results of the above processes.

3. Promote collaboration, partnerships, and relationships for full inclusion with stakeholders, clients, subject matter experts, team members, etc.

I collaborated with other instructional designers and observed them creating assessment questions. Additionally, I worked with members of the class to elicit other ideas for this project. The Assessment Evaluation shows the results of the above processes.

4. Be a lifelong learner and professional.

This project fulfilled this competency by allowing me to further develop my Instructional Design Assessment skills, and my research skills. I have used many of the skills learned in this project in my job and my web design business.

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Planning & Analysis

6. Conduct a needs assessment for learning or performance interventions.

This project fulfills this competency because I was able to conduct a needs analysis and observations that helped me design and create recommendations, and a Job Aid for how to use short-stem simulation-like questions and appropriate feedback. The results of my evaluation is detailed in the Assessment Evaluation.

7. Participate in the process of preparing a technology plan for your unit or organization. Alternatively, critique your organization’s current technology plan and complete a small-scale plan within your assigned responsibility.

This project fulfills this competency because I was able to recommend ways for our organization to begin creating higher order thinking questions in the form of short-stem case scenarios that allows the participants to have a more powerful learning experience. Participants should then be able to bring that learning into their real-life work situations. One of the most important benefits of short-stem case scenario questions is that they give the participants practice in the retrieval process, which then allows for better learning retention of knowledge, skills, and ability needed to master the content of the course. Short-stem case scenario questions are an effective way to provide and achieve learning gains that meet and exceed the organizations objectives for assessments. The results of my evaluation are detailed in the Assessment Evaluation.

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Evaluate & Assess

11. Evaluate effectiveness of programs, products, or practices.

Throughout the evaluation of our organization's assessment process, I observed other instructional designers and did extensive research to help improve the recommendations for my organization's assessment process. Additionally, in my class, I received feedback from my classmates on how to improve my recommendations. The results of my evaluation is detailed in the Assessment Evaluation.

13. Utilize research methods to investigate a learning or performance problem, issue, or trend.

I used the results of my observations and research to make changes and improve my recommendations for the assessment process of my organization.

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Implement & Change

14. Applying theories of diffusion, adoption, and change to a local problem, develop a change strategy.

I developed a Job Aid and provided the recommendations for the changes to developing our assessment questions to my manager. The results of my evaluation is detailed in the Assessment Evaluation.

15. Participate in an implementation process or change strategy.

To ensure a successful implementation of the new process for creating assessment questions, I presented the new strategies and recommendations to my co-workers and manager through the Assessment Evaluation report and Job Aid.

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Project Documents

Assessment Evaluation (PDF)

Writing Simulation Like Questions Job Aid (PDF)

Assessment Evaluation Presentation (PDF)

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