Introduce the theoretical framework of assessment as it applies to learner performance, effectiveness of curriculum design, and effectiveness of instructional delivery. Explore and develop real-world methods of assessment through the use of psychometric techniques. Students develop techniques for judging the performance of instructional delivery and conduct appropriate usability, reliability, and efficiency tests of instructional and learning management systems.
Graduate Learning Outcome 5
Assess learner performance through the use of psychometric methodologies
Design an evaluation process that tracks student performance
Evaluate the effectiveness of curriculum design
Evaluate the effectiveness of instructional delivery
Conduct appropriate usability, reliability, and efficiency tests of instructional and learning management systems
Be able to design, conduct, analyze, interpret, and report the results of an evaluation study of an instructional unit, including the measurement of learner reaction and learning achievement.
Work Examples Usability Test of Smarter Balanced Assessment Consortium Training Module Using volunteer teachers I applied a pre- and post-test evaluation of a Smarter Balanced Assessment Consortium training module. A mistake was not having the same questions for the both the pre-Test and the Post-Test. Ultimately this helped inform the construction of the evaluation for my capstone project.
Students work on authentic instructional design projects individually or in small groups. Students engage in real world projects and integrate knowledge and skills from previous courses, including instructional design process, principles, multimedia for instruction, learning theories, and assessment and evaluation. Adding a real world design experience means dealing with and balancing numerous additional variables, including project management, effective communication with clients, time management, application of professional knowledge and skills, and producing professional level products. Students are equally responsible for technology use, design decisions, client requirements, and are also required to produce original work for all aspects of each project.
Graduate Learning Outcome 2:
Identify, define, analyze and articulate instructional problems and needs
Generate and organize instructional content
Develop an implementation strategy
Create and justify an evaluation model
Apply basic learning theories to an instructional problem
Demonstrate collaboration and communication skills
Work Examples Writer Introductory Course Accelerate Education The main focus of this course was to develop an instructional event for Accelerate Education. The original purpose was to create an introductory course for new writers. However, the client did not want to complete the project, so to meet the requirements of the course we built the lesson in Captivate 7 instead of using Accelerate Education's proprietary systems. The completed projectwas a collaboration with my group members Deborah Stephens and Lisa Spence, and is available on Deborah Stephens' ITCDLand server.