Table of Contents
- Assessment Models
- Criterion-referenced Model
- Norm-referenced Model
- Types of Assessments
- Prerequisite Skills Assessments
- Characteristics of Good Assessment Instruments
- Formats for Assessment
- Evaluation of Performance Assessment
- Pencil-and-Paper Assessment forms
- Recall Items
- Recognize Items
- Constructed Answer Items
Assessments must match the learning objectives in action and conditions (Smith & Ragan, 2005).
"The success of developing good assessment instruments heavily
depends on the quality of the objective written" (Smith & Ragan, 2005,
Criterion-referenced Model (a.k.a. objective-referenced or
"Instruments designed to assess competence or identify gaps in
learning" (p. 105).
Instrument designed to rank or compare learners
Types of Assessments
Prerequisite Skills Assessment
Given at the beginning of a course to identify if a learner has the
knowledge or skills needed to be able to be able to successfully
complete the course.
Given before instruction is applied to determine if the learner
already has the knowledge or skill that the instruction is intended to
Given after instruction has been applied to determine if the learner
has learned the enabling (subordinate) objectives and the terminal
objectives the instruction intended to provide.
Characteristics of Good Assessment Instruments
"An assessment instrument is valid if it actually assesses or
measures what it claims to assess or measure" (Smith & Ragan, 2005, p.