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•Question X appears to have two correct answers (access and selection). Theassessment-centered criteria for generating learner assessments (Activity A)specifies that the stem include only one correct or clearly best answer.•The stem in question X is written in negative manner (“. . . isnotone . . .”). Theassessment-centered criteria for generating learner assessments (Activity A)suggest that stems be written in positive manner. Although it is not totally inap-propriate (with adults), most textbooks and experts suggest that stems and an-swers be written in a positive fashion. It is believed that it is inappropriate tomake both stem and options negative in the same item and also bad practice towrite either stem or options in negative fashion for children. Again, question 1 isnot “incorrect.” I just want to encourage you to write questions and answers ina positive manner.•Although I do believe that experts can name the authors of key concepts andtheories (e.g., question 2), I am not particularly a fan of such assessment items(I believe Einstein wrote, “I never memorize anything I can look up.” Althoughthe same may be said for questions 1 and 3, I like them better because they aremore conceptual in nature).•The stem and the correct answer for question 2 include the word “behavior.” Ithink this may provide learners with an unintentional clue to the correct answer.Note: The performance criteria for Activity A specifies that “foils are plausibleand do not contain any unintentional clues to correct answer.”I hope you find my comments useful. Be sure to let me know if you have anyquestions or comments.2cDownloaded by [Westminster International University in Tashkent] at 03:42 20 June 2017
100DISTANCE EDUCATION: WHAT WORKS WELLAPPENDIX 2Sample Unit Overview Page that Includes All Recommended Instructional EventsCourseLogoINST5333: Systematic Design of Technology-Based InstructionUnit 7.0–Learner Assessment MethodsObjectives | Resources | Events | ReferencesUnit OverviewCriterion-referenced tests (CRT) are designed to measure student achievementof an explicit set of learning objectives. Conventional tests include multiple-choice, true-false, fill-in-the-blank, matching, and short answer items. Suchtests have become pervasive because they could be mass-produced, adminis-tered, and scored with relative objectivity. However, over the past decade, therehas been a movement toward the increased use of performance assessments.To complete this unit, you are to create a design evaluation chart and an as-sessment instrument for your unit of instruction. You may choose to develop aconventional criterion-referenced test, a performance checklist, or a portfolio as-sessment rubric. Unit 7 should take you approximately 15 hours to complete.