If we want to make good assessment reviews, we have to do well, prepare good assessments, hard, and often work offline! This article by Mary Burns of the Education Development Center sets out five guidelines for preparing good reviews.
How to Embark On Developing Good Online Assessments:
Last month's article discussed many of the benefits of a computer-based online assessment but ended with a more concise one. Technology cannot improve poorly designed diagnostics. More and more people are judging poor design. The hardest part of creating good online reviews is often offline - developing reliable, fair, accurate, and transparent estimates.
This month's article will begin with this warning. While we may not determine everything needed to develop a good online or computer-based assessment, this article offers five guidelines for developing reviews that are fair, reliable, transparent, and accurate. , In other words, those that are "good".
1. Remember The Before, During, And After Of Assessment
Diagnosis is not just after an online course or module, or unit. It can (and should) occur before learning, during learning, and after learning. I want to say that diagnosis has a triple function. It is diagnostic, structural, and abstract. It helps us estimate where the students were before, during, and after learning. The above figure gives an example of the interrelationship between these three types of assessments.
2. Know Why We Want To Assess:
Assessment should be about measuring learning outcomes. And learning outcomes should be about students who know what they know, and more importantly, what they can do (skills). Learning outcomes can be low-level (information recall) or high-level (information analysis). Bloom's rating, which we can then evaluate, is a powerful, time-tested tool to understand different learning levels.
3. Choose The Right Tool To Assess The Right Set Of Skills:
There are many different types, from tests to projects, from performance-oriented tasks to articles, etc., each of which has a specific function. Thus its dependence can be appropriate or inappropriate, which we want to evaluate. ۔ Therefore, it is important to choose the right diagnostic tool or method.
4. Ok, Since We Are All Going To Create Multiple-Choice Tests Anyway, Listen Up:
We all like multiple-choice tests, and they are all about learning online. They are easy to pick up, easy to score, and easy to create. It's not easy to make them. It's hard to create them well, and most of us, unless we are psychometrics, don't make them all well. Here are some guidelines for creating multiple-choice tests (which I hope I'll start following!)
• Clean the stem, ask a question, and shorten it.
• For high-level questions (such as those focused on analysis, synthesis, or evaluation), the body should contain more information, but it should be concise.
• Reply directly without any additional, meaningless information. The learner should never judge the correct answer by the way he writes the answer.