Product or Program Appropriateness Describe the instructional unit that you will

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Product or Program Appropriateness
Describe the instructional
unit that you will be evaluating. Make sure this instructional unit has already
been developed (e.g., a unit that involves a piece of computer software,
training manual, self-instructional unit, reading program, new student
information system). This is NOT a
software evaluation task – you are evaluating instruction. You will assess
learner understanding and determine if the content is adequately being covered
in the product or program by using formative or summative evaluation. You will be doing a summative evaluation to
assess learner understanding. Please note: you are NOT required to have
citations in this paper but if you do quote or paraphrase the work of another,
you must include all in-text citations and references in APA format.
In this section you
will explain how the selected product or program would be appropriate in your
instructional setting. This is typically the classroom, school, or organization
in which you teach.
Purpose and Participants
this section you will discuss an assessment that you will develop related to
your selected product or program. Be
sure to include the purpose of the assessment. In other words, what are you
trying to accomplish with this assessment? Describe in detail the type of
assessment, cognitive or performance, and what this means. Also be sure to
discuss who will be receiving this assessment. Describe the participants in the evaluation and any unique characteristics of this
population. You should
discuss relevant demographics such as gender, age, ethnicity, education level,
etc. You could also discuss the size of your group, attitudes about the subject
matter, prior knowledge about the subject matter, learning styles, and cultural
Performance Objectives Justification
Justify why your
performance objectives are appropriate for the assessment. Be sure to discuss
only the performance objectives that you plan to measure with your assessment.
Be careful about the verbs used in your performance objectives. For example if
your action verb is “identify” then a multiple choice test might be an
appropriate assessment. If the action verb is “produce” then some type of
project or authentic assessment might be more suitable. In the final part of this section, include a
numbered list of performance objectives that the assessment will measure. These
objectives need to be in MAGER FORMAT. Please note that this is different than
simple three-part, objective format. Please see the Mager objectives resources
for more help on this topic if needed.
First objective goes here.
Second objective goes here.
Third objective goes here, etc.
Assessment Validity
In this section you
will provide support for why YOU feel the assessment will produce valid
results. Be sure to discuss how it measures your performance objectives. Reflect
on what you have learned about validity. It might be helpful to define validity
in your report and explain how your assessment is aligned with this definition.
The grader will be looking at your assessment to determine if it has face validity.
Face validity is a type of content validity and is discussed in the Measurement
chapter of the Gay and Airasian research text. Basically, it is the degree to
which a test measures what it claims to measure. One should be able to look at
a test and determine, at face value, if the test is a geography test, or a math
test, etc. It is really the most basic form of validity. Be sure to refer to the actual instrument in
this section and include the assessment as an appendix to this report. You
could simply say something like: The assessment is shown in Appendix A.
Assessment Justification
In this section you
are required to justify the
assessment type and evaluation method you chose. Assessment type means the type of test you
developed (multiple choice, matching, True/False, project, performance test,
etc.) Evaluation method means the
summative evaluation method.
For example, if you
chose to develop a multiple choice test, you would need to defend that choice
and explain why it would most effectively measure your objectives. To help with
this, think about the cognitive level your objectives require and the verbs you
used in your objectives.
Since you are doing a
summative evaluation you will need to defend why a summative evaluation is a
better choice to assess learner outcomes than a formative evaluation. Be
specific in your response and provide details you have learned from the
Validity of Assessment
In this section
discuss how the concept of assessment validity will guide how you determine the
validity of the new assessment you created. Look in your Gay and Airasian
research text in the section on validity. What is the degree to which your
assessment is measuring what it is intended to measure? How do you know this? One
way might be to create a table of specifications which shows in tabular format
the topics to be tested, how many items devoted to each topic and the type of
items. Another way might be a rubric which ensures your performance test is
measuring the intended outcomes. Explain how you can determine the validity of
your new instrument by going beyond face validity in your discussion. There
are a number of different types of assessment validity. You should discuss several types of validity
and describe how they will guide you in determining the validity of this new
assessment. For example you could
discuss how your assessment has both item validity and sampling validity and
include how you might determine this. You could also discuss how your
assessment has construct validity and include how might determine this. The processes for determining these different
types of validity are describe in chapter 6 of the Gay text.
Appendix A
Place your assessment here.


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