designing written assessments nicole meredith walden university › 2012 › 12 › wk5... ·...

Running Head: DESIGNING WRITTEN ASSESSMENTS

Designing Written Assessments

Nicole Meredith

Walden University

Dr. Celeste Fenton

EIDT 6511: Assessments in Online Environments

December 3, 2012


2

Introduction

Creating assessments in a distance learning environment allows for new technology to

enhance the features of an assessment. These features can include technology that can enhance

the assessment with items such as; audio, video, flash media, images, and text. With using this

technology the instructor also has the ability to use diagnostic tools that will immediately

evaluate student scores. Instructors also have the technology that produces patterns in the

response material that may have been difficult or to determine if the format of the assessment

was poor. According to Varughese, many instructors “find an advantage in online testing, tests

are no longer given in class, so there is more time for instructors to teach” (2005, p. 61).

Objectives for Written Assignment

Objectives are designed to be measure of student achievement. The students should be

able to demonstrate what was learned in a particular unit of study based on the course objectives.

For this particular course, students will be taking an assessment that will show proficiency on

how to drive a car. This knowledge will measure the learners’ declarative, procedural and

problem solving skills using the following objectives:

1. Identify the components of an automobile dashboard with at least 80% accuracy

2. Explain the road safety check process, meeting the criteria for a minimum score of 3 out

of 4 on the Discussion rubric

3. Describe the function of each dashboard component with at least 80% accuracy

4. Identify common road signs with at least 90% accuracy

5. Illustrate proper use of turn signals that meets the legal limits


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Written Assessment Items

The assessment was created using Articulate Quizmaker 09. The items below show the

questions that have been designed for the written assessment portion. On each slide, learners are

able to see how many attempts are permitted. After submitting their answer choice, learners will

also be provided with feedback pertaining to their answer choice. For each discussion prompt

there is also a rubric provided to guide learners as they construct their responses.

Part I: Introductory Slide

Click on the area to show where each component of the dashboard is located.


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Response Feedback

Correct T at's right! You selected th orrect r sponse.

Incorrect Y u did not s lect the correct r sponse. The speedometer is the gauge located in

the center of the dashboard.

Response Feedback


Incorrect

Y u did not s lect the correct r sponse. The trachometer is the gauge located on

the left hand side of the screen. The measurement intervals are in increments of

1 to 8.


5

Response Feedback


Incorrect You did not s lect the correct r sponse. The warning indictator lights are

located in the lower left hand corner and are orange in color.


6

Response Feedback


Incorrect Y u did not s lect the correct r sponse. The fuel gauge is located in the lower

right hand corner as marked by a "F" for Full and "E" for Empty.

Response Feedback


Incorrect Y u did not s lect the correct r sponse. he temperature aug is loc ed

p han c r er, marked by an "H" for H t and a "C" for cold.


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Part 2: Describing the Functions of a Dashboard by using the drag and drop feature.

Correct Responses:

Response Feedback


Incorrect Y u did not s lect the correct r sponse. lease review de ini ions pr id

r fo h orrect answers.


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Part 3: Drag and Drop the definition to match the correct road sign.

Correct Responses:


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Part 4: Select all that are appropriate Road Safety Check Procedures

Correct Responses:

Response Feedback


Incorrect Y u did not s lect the correct r sponse. lease review si ns rovided n

e text r correct a swers.


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Response Feedback


Incorrect Y u did not s lect the correct r sponse. Refer to our course text to review the

safety procedures.

Part 5: Complete each Essay. Be sure to use examples and supporting details within your

response.

1. Discuss the purpose and importance of road safety. Include at least two supporting details

from the course text and discussion. Be sure to use appropriate examples to explain your

reasoning.

2. R ferring to he diagram provi e , descri e the proper st ps nvolved he

t ehicl .


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Rubric for Essay 1:

Exceeds

Expectations

4

Meets

Standard

3

Approaching

Standard

2

Below

Standard

1

Instructor

Comments

Road Safety

Procedures

Road safety

procedures are

listed correctly

and supporting

details are

provided.

Road safety

procedures are

listed. Supporting

details are

missing or not

included.

Not all road safety

procedures are

listed and

supporting details

are missing.

There is no

correct safety

procedures listed

or supporting

details provided.

Content Writing is clearly

focused. It is

focused and

contains elaborate

details of

knowledge and

skills learned.

Writing has a

purpose is

focused and

contains

knowledge and

skills learned.

Writing is related

to the question,

has developed

paragraphs, but

does not

communicate

knowledge or

skills learned.

Writing is limited

and does not

communicate

knowledge or

skills learned.

Elaboration Elaboration

consists of

specific,

developed details.

Elaboration

consists of some

specific details.

Elaboration

consists of general

and/or

undeveloped

details, which may

be presented in a

list-like fashion.

Elaboration is

sparse; almost no

details.

Total

Essay 2: Referring to the diagram provided, describe the proper steps involved when

passing another vehicle.


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Rubric for Essay 2:

Exceeds

Expectations

4

Meets

Standard

3

Approaching

Standard

2

Below

Standard

1

Instructor

Comments

Steps used

when

passing

another

vehicle

Description of

how to pass

another vehicle

are identified

correctly and

including

distances and

rationale.

Description of

how to pass

another vehicle

are identified

correctly and

distances are

accurate.

Description of

how to pass

another vehicle are

mostly accurate.

Including mostly

accurate distances.

Description

contains some

information but is

missing a

majority of

factual

information.

Content Writing is clearly

focused. It is

focused and

contains elaborate

details of

knowledge and

skills learned.

Writing has a

purpose is

focused and

contains

knowledge and

skills learned.

Writing is related

to the question,

has developed

paragraphs, but

does not

communicate

knowledge or

skills learned.

Writing is limited

and does not

communicate

knowledge or

skills learned.

Elaboration Elaboration

consists of

specific,

developed details.

Elaboration

consists of some

specific details.

Elaboration

consists of general

and/or

undeveloped

details, which may

be presented in a

list-like fashion.

Elaboration is

sparse; almost no

details.

Total

Rationale for Selection of Assessment Items

This assessment was designed to include both fixed-response and constructed-response

questions. Using both types of questions allows for the assessor to make certain the less complex

questions were clear and easy to answer, while the more complex questions are able to show the

learners ability to fully grasp more difficult topics (Oosterhof, Conrad & Ely, 2008). Within this

assessment students are asked to identify key dashboard components and common road signs

using fixed response items. Students use features such as hot spots, drag and drop and multiple

check boxes within the assessment. In each of the questions, there are components that distract

the learner. If the learner chooses one of the distracters, it is recorded for the instructor. These


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distracters are specific to content and vocabulary. This test is also uses images that help enhance

the clarification in assessing student learning. These images were used from the Virginia

Department of Transportation Driving Manual.

The constructed response items include descriptions of when to use turn signals and

proper road safety check procedures. Students are asked to explain their responses in these

response items. The feedback that is provided within this section is extremely specific and is

easily verifiable if the student understanding meets the requirements of the course. Rubrics have

been provided to students. These rubrics can help to clarify learning goals so that students have a

clear understanding of their expectations (Suskie, 2009). Instructors that use rubrics to grade

assignments should keep in mind that these should not only assess the students’ knowledge, but

should also be used as a learning tool.

The feedback that is provided with a rubric should also be used to enhance the students

learning (Oosterhof, et al., 2008). In this particular assessment, feedback is provided to the

learner after each question. If the student’s answer is correct, the feedback reflects that within the

comment. If the student’s response is incorrect, the feedback provides them with the correct

answer or gives them a location to find the correct answers. Providing feedback in this way

allows the learner to continue to learn although they are making mistakes within the assessment.


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This assessment is scored automatically for the fixed-response items. Within the

assessment students are notified that the constructed response items will be graded according to

the rubric at a later time by the instructor.

Conclusion

Using online testing software can provide assessment designers with access to computer-

based item types and valuable time-savings from automated scoring and feedback provision”

(Ablemetrics, 2012, para. 2). This assessment was created using Articulate Quizmaker. The

Articulate® Studio, allows the instructors to generate and embed Flash based technology into

lessons or quizzes (Articulate Global, 2012). This quiz was saved as a zip file for the purpose of

this assessment. Articulate is able to produce multiple different outputs for these quiz files, they

can be uploaded to learning management systems, saved to an html file, Microsoft Word, burn to

CD and an Articulate file.


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References

Ablemetrics. (2012). Software for online testing and quizzes. Retrieved from

http://assessmentfocus.com/online-testing.php

Articulate. (2012). Articulate storyline. Retrieved from

http://www.articulate.com/products/storyline-overview.php

Oosterhof, A., Conrad, R. M., & Ely, D. P. (2008). Assessing learners online. Upper Saddle

River, NJ: Pearson.

Suskie, L. (2009). Assessing student learning: A common sense guide (2nd Ed.). Retrieved from

EBSCOhost.

Varughese, J. A. (2005). TESTING, TESTING. University Business, 8(4), 59-65.

Virginia Department of Transportation. (2012). Virginia drivers manual. Retrieved from

http://www.dmv.state.va.us/webdoc/pdf/dmv39.pdf

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