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Customizing the Content: The placeholders in this poster are formatted for you. Type in the placeholders to add text, or click an icon to add a table, chart, SmartArt graphic, picture or multimedia file. To add or remove bullet points from text, click the Bullets button on the Home tab. If you need more placeholders for titles, content or body text, make a copy of what you need and drag it into place. PowerPoints Smart Guides will help you align it with everything else. Want to use your own pictures instead of ours? No problem! Just click a picture, press the Delete key, then click the icon to add your picture. 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.