Section 1. Principles of Design Section 2. Summative Assessment Questions Section 3. Breakdown of Slide Design
Section 1: Principles of Design
I am focused on "identifying what learners need to do and why they are not currently doing it", paraphrased from the great ID, Cathy Moore. For example, my learners (or newly found "organizers") need to shop with ease and efficiency. Why is shopping not so easy and efficient now? It's probably not easy because the typical recipe format does not allow for it. Only when I give learners the opportunity to shop with ease will they learn and understand the benefits of this opportunity.
From a visual of five recipes, learner will place recipes in the correct categories through matching activities. This formative approach to assessment allows the learner to work with the materials as the learner manipulates artifacts. Essentially, learning is incorporated through experiential assessment and not necessarily through direct instruction which can often be dubbed with "informational dumping".
My purpose for assessment is to support the learner in adapting these principles to their own meal scenarios. This project differs from many other learning projects; the focus here is to teach a simple process, it is not to teach heavy content. Therefore, my simple assessment style will match the simplistic, overall objective. My typical learners come to the learning table as busy adults. Within my design, I need to acknowledge their circumstances as well.
Theories and Strategies Utilized in Assessment:
Lead Ins- Lead ins to questions assist the learner in orientation of context. This is especially useful when learners are being asked a random question from a test bank. In question 4, I utilized a short lead in.
Process of Elimination- I did two things with the matching question below (#3). Firstly, I added more choices of answers. This was done so that the learner would be exposed to all shopping aisle categories. The second reason for doing this was to eliminate the process of elimination effect" referred to by Horton (p.236). It is also important that I communicated that there were more choices than needed to the learners.
Use of job aids- In question #5, I incorporated the use of a store map, or an aid. Cathy Moore is a big proponent of this concept. The use of job aids in assessment promotes additional learning and practical application in a given task.
There are several theories and strategies in the design of assessments. It is impossible to cover all strategies in a given portfolio. In essence, a designer MUST first understand why they are testing and what it is they are measuring. And just as important, a designer should create assessments with multiple purposes whenever possible. Finally, the ID must consider the user/learner, the environment, the content, contiguity and universal accessibility in assessment development.
Enabling objective: The learner will sort ingredients from one recipe into appropriate shopping aisle categories.
In the first slide, I created a character named Resa in which the learners need to help. This immerses the learner by giving them a connection with a character who they can resonate with. It also gives learners purpose in assessment or in solving a problem. I utilized visuals of the grocery items now as text will be used later. This gives the learner two approaches at getting acquainted with the artifacts that we will be working with.
Moving to slide 3, this is a sample assessment task that is completed for the learner. This shows the learner -the orientation of the assessment and how they will be working the mouse to categorize items.
Slide 4 shows the learner a warm environment and positive reinforcement. It demonstrates that no matter what happens in assessment that this will be a positive experience.
Slide 5 starts the actual assessment. Pictures of groceries turn into a text format vs. picture formats. Learners will be using text when they are actually performing this on their own projects. We want to orient them to the real world experience.
Slide 6 confirms the correct answer. (no pic shown)
Slide 7 (below) is the slide used when the wrong answer is chosen. As an alternative to stating, "incorrect answer", I encourage the learner to go back to the ingredient (or item) and note the specifics to assist them in getting the correct answer for the next attempt.
Slide 9 puts all matching activities into perspective. It shows the learner how they successfully categorized ingredients, how this looks and how easy it is to use this as a tool. -It shows the learner what their efforts can potentially look like.
Slide 10 shows the learner how easy it can be to grab menus and go right to the shopping aisles. All without creating a grocery list every week.