Example Design Specifications Document
A. Background
The overall purpose of this module is to help the learner gain exposure to various formats of tests and assessment items and to recognize definitions and examples of various types of assessment items. The information presented in this lesson will help the learner to be able to recall the formats of tests and recognize the specific types of assessment items available to assess learning from instruction. The information provided in the lesson will the learner towards the goal of being a more effective instructional design and a more effective teacher. This module will be delivered via print-based instruction. The terminal learning goal is classified as a declarative knowledge learning outcome.
B: Expanded Events of Instruction Introduction
1. Gain attention to learning activity
3. Stimulate learner’s attention/motivation
The instruction will start out with a welcome to the lesson and a picture of a Scantron sheet for taking a test. The learner will be asked a few simple questions, such as: What type of feelings do you feel when you see the image above? Does it bring unpleasant memories of taking tests in school?
2. Inform learner of purpose
Explain that the overall purpose of this lesson is to help the learner gain exposure to various formats of tests and assessment items and to recognize definitions and examples of various types of assessment items. The information presented in this lesson will help them to have the necessary prerequisite knowledge to help them in the future to develop better test items and be a more effective teacher.
4. Provide overview
Explain to the learner that this lesson consists of three sections: a) Formats of tests and Types of Assessment Items, and b) Definitions of Terms, and c) Examples of Assessments Items. In the first section you will learn about the two major formats of tests and the specific types of assessment items. The next section focuses on definitions of types of assessment items. The last section provides examples of many of the types of assessments.
Body
5. Stimulate recall of prior knowledge
Ask the learner several questions to help them recall relevant prior knowledge that will be helpful for them to connect to the new knowledge, such as: of all the tests I have taken in the past, what type of assessment items (e.g., multiple-choice, true-false, essay, etc.) on the tests do I seem to do the best?; name the different types of tests that you have taken; are there tests that stand out in your mind as good tests; what do you remember about the bad ones?
Note: The body of the lesson will consists of three sections: a) Formats of tests and Types of Assessment Items, and b) Definitions of Terms, and c) Examples of Assessments Items. Expanded events of instruction #6 – #10 will be repeated for each of the three sections.
Section 1: Formats of Tests and Types of Assessment Items
6. Present information and examples
7. Gain and direct attention
8. Guide or prompt use of learning strategies
First explain the two main formats of tests. a) Performance assessments
b) pencil-and-paper tests
Then define the term performance assessment. List the six types of performance assessments.
a) Essays
b) Observation
c) Open-ended problems
d) Portfolios
e) Projects
f) Simulations
Suggest a mnemonic device to help the learner remember the six types. Explain to the learner they may want to use their own learning strategy to recall the six types.
Define pencil-and-paper tests.
List the three forms of pencil-and-paper tests.
a) recall
b) recognition
c) constructed answer
Suggest a mnemonic device to help the learner remember the three forms. Explain to the learner they may want to use their own learning strategy to recall the three forms if they do not like the mnemonic used in the module.
Develop a graphic organizer to show the relationship of the six types of performance assessments and three forms of pencil-and-paper tests. The graphic organizer will help the learner to direct their attention on being able to recall the six types of performance assessment and three forms of pencil-and-paper tests.
9. Provide for and guide practice
10. Provide feedback
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