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One Step Backward, Ten Leaps Forward:
Aligning Assessment with Objectives
Lisa Hughes, Fatima Alessa, Yadi Ziaeehezarjeribi | CIMT, Indiana State University
Problem
Assessments do not always accurately measure
intended learning outcomes.
Project
The instructors and students of CIMT 672, Multimedia Authoring, are
collaborating to create an online multimedia resource that will assist
Indiana State faculty and pre-service teachers in selecting and
designing assessments that align with their intended learning
outcomes. Estimated completion date: May 2014
Objectives
Through this multimedia project, faculty will be able to:
Ascertain the learning domain of intended learning outcomes.
Select appropriate assessment strategies that accurately measure
the intended learning outcomes.
Craft assessment criteria based on learning objectives.



Goal 1: Identify and apply resources to promote assessment
(Indiana University, 2014).
Goal 3: Create a shared understanding of assessment (Indiana
State University, 2014).

University Assessment Goals
QM 3.1: The types of assessments selected measure the stated
learning objectives and are consistent with course activities and
resources (MarylandOnline, 2011).
QM 3.4: The assessment instruments selected are sequenced,
varied and appropriate to the student work being assessed
(MarylandOnline, 2011).
NETS-T 2D: Provide students with multiple and varied formative
and summative assessments aligned with content and technology
and use resulting data to inform learning and teaching (ISTE,
2008).
NETS-T 5A: Participate in local and global learning communities
to explore creative applications of technology to improve student
learning (ISTE, 2008).
AECT 2: Candidates demonstrate an inquiry process that
assesses the adequacy of learning and evaluates the instruction
and implementation of educational technologies and processes
grounded in reflective practice (AECT, 2012).
AECT 3: Candidates use multiple assessment strategies (p. 53) to
collect data for informing decisions to improve instructional
practice, learner outcomes, and the learning environment (AECT,
2012).
Professional & National Standards

Obtain a good match between types of assessment instruments
and types of objectives (Morrison, Ross, Kalman, & Kemp, 2011,
p. 279).
Criterion-referenced assessments are specifically designed for the
domain or scope of the type of learning objective (Smith &
Ragan, 2005, p. 106).
Instructional Design Framework
Theoretical Foundation
Button Description
Home Page
Introduction to the tutorial website with directions for
proceeding.
Definitions
Establishes the functional definitions of objectives,
assessment, and alignment as they are used within this
course.
Impact
Learn more about why aligning your assessments with
your objectives is so vital for strong course design.
Alignment
Through authentic examples and a three-step process,
practice methods for creating assessments that align with
your objectives.
Resources
These supplemental resources can further enhance your
understanding of assessment alignment.
Website
Distribution of instruction via
Google Sites
Videos
Animations and Prezi used to
convey declarative
information.
PowerPoint
Interactive problem-based
prototypes used to engage
learners in alignment process
(Merrill, 2013).
Assessment
Brief self-checks with
automated feedback provide
immediate, individualized
support (Merrill, 2013).
Instructional Methods
References
AECT. (2001). AECT standards, 2012 version. Retrieved from
http://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/
AECT_Documents/AECT_Standards_adopted7_16_2.pdf
Indiana State University. (2014). Goals. In Assessment @ISU. Retrieved from
http://www.indstate.edu/assessment/goals.htm
ISTE. (2008). NETS-T. Retrieved from http://www.iste.org/docs/pdfs/ nets-t-
standards.pdf?sfvrsn=2
MarylandOnline. (2011). Quality Matters rubric standards 2011-2013 edition with
assigned point values. In Quality Matters. Retrieved from
https://www.qualitymatters.org/rubric
Merrill, M. D. (2013). First principles of instruction: Identifying and defining
effective, efficient, and engaging instruction. San Francisco, CA: Pfeiffer.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing
effective instruction (6
th
ed.). Hoboken, NJ; Wiley.
Images courtesy of Indiana State Photography Services and screenshots of
actual student products.

Website Organization

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