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Running Head: DESIGNING WRITTEN ASSESSMENTS
Designing Written Assessments
Nicole Meredith
Walden University
Dr. Celeste Fenton
EIDT 6511: Assessments in Online Environments
December 3, 2012
Designing Written Assessments
2
Introduction
Creating assessments in a distance learning environment allows for new technology to
enhance the features of an assessment. These features can include technology that can enhance
the assessment with items such as; audio, video, flash media, images, and text. With using this
technology the instructor also has the ability to use diagnostic tools that will immediately
evaluate student scores. Instructors also have the technology that produces patterns in the
response material that may have been difficult or to determine if the format of the assessment
was poor. According to Varughese, many instructors “find an advantage in online testing, tests
are no longer given in class, so there is more time for instructors to teach” (2005, p. 61).
Objectives for Written Assignment
Objectives are designed to be measure of student achievement. The students should be
able to demonstrate what was learned in a particular unit of study based on the course objectives.
For this particular course, students will be taking an assessment that will show proficiency on
how to drive a car. This knowledge will measure the learners’ declarative, procedural and
problem solving skills using the following objectives:
1. Identify the components of an automobile dashboard with at least 80% accuracy
2. Explain the road safety check process, meeting the criteria for a minimum score of 3 out
of 4 on the Discussion rubric
3. Describe the function of each dashboard component with at least 80% accuracy
4. Identify common road signs with at least 90% accuracy
5. Illustrate proper use of turn signals that meets the legal limits
Designing Written Assessments
3
Written Assessment Items
The assessment was created using Articulate Quizmaker 09. The items below show the
questions that have been designed for the written assessment portion. On each slide, learners are
able to see how many attempts are permitted. After submitting their answer choice, learners will
also be provided with feedback pertaining to their answer choice. For each discussion prompt
there is also a rubric provided to guide learners as they construct their responses.
Part I: Introductory Slide
Click on the area to show where each component of the dashboard is located.
Designing Written Assessments
4
Response Feedback
Correct T at's right! You selected th orrect r sponse.
Incorrect Y u did not s lect the correct r sponse. The speedometer is the gauge located in
the center of the dashboard.
Response Feedback
Correct T at's right! You selected th orrect r sponse.
Incorrect
Y u did not s lect the correct r sponse. The trachometer is the gauge located on
the left hand side of the screen. The measurement intervals are in increments of
1 to 8.
Designing Written Assessments
5
Response Feedback
Correct T at's right! You selected th orrect r sponse.
Incorrect You did not s lect the correct r sponse. The warning indictator lights are
located in the lower left hand corner and are orange in color.
Designing Written Assessments
6
Response Feedback
Correct T at's right! You selected th orrect r sponse.
Incorrect Y u did not s lect the correct r sponse. The fuel gauge is located in the lower
right hand corner as marked by a "F" for Full and "E" for Empty.
Response Feedback
Correct T at's right! You selected th orrect r sponse.
Incorrect Y u did not s lect the correct r sponse. he temperature aug is loc ed
p han c r er, marked by an "H" for H t and a "C" for cold.
Designing Written Assessments
7
Part 2: Describing the Functions of a Dashboard by using the drag and drop feature.
Correct Responses:
Response Feedback
Correct T at's right! You selected th orrect r sponse.
Incorrect Y u did not s lect the correct r sponse. lease review de ini ions pr id
r fo h orrect answers.
Designing Written Assessments
8
Part 3: Drag and Drop the definition to match the correct road sign.
Correct Responses:
Designing Written Assessments
9
Part 4: Select all that are appropriate Road Safety Check Procedures
Correct Responses:
Response Feedback
Correct T at's right! You selected th orrect r sponse.
Incorrect Y u did not s lect the correct r sponse. lease review si ns rovided n
e text r correct a swers.
Designing Written Assessments
10
Response Feedback
Correct T at's right! You selected th orrect r sponse.
Incorrect Y u did not s lect the correct r sponse. Refer to our course text to review the
safety procedures.
Part 5: Complete each Essay. Be sure to use examples and supporting details within your
response.
1. Discuss the purpose and importance of road safety. Include at least two supporting details
from the course text and discussion. Be sure to use appropriate examples to explain your
reasoning.
2. R ferring to he diagram provi e , descri e the proper st ps nvolved he
t ehicl .
Designing Written Assessments
11
Rubric for Essay 1:
Exceeds
Expectations
4
Meets
Standard
3
Approaching
Standard
2
Below
Standard
1
Instructor
Comments
Road Safety
Procedures
Road safety
procedures are
listed correctly
and supporting
details are
provided.
Road safety
procedures are
listed. Supporting
details are
missing or not
included.
Not all road safety
procedures are
listed and
supporting details
are missing.
There is no
correct safety
procedures listed
or supporting
details provided.
Content Writing is clearly
focused. It is
focused and
contains elaborate
details of
knowledge and
skills learned.
Writing has a
purpose is
focused and
contains
knowledge and
skills learned.
Writing is related
to the question,
has developed
paragraphs, but
does not
communicate
knowledge or
skills learned.
Writing is limited
and does not
communicate
knowledge or
skills learned.
Elaboration Elaboration
consists of
specific,
developed details.
Elaboration
consists of some
specific details.
Elaboration
consists of general
and/or
undeveloped
details, which may
be presented in a
list-like fashion.
Elaboration is
sparse; almost no
details.
Total
Essay 2: Referring to the diagram provided, describe the proper steps involved when
passing another vehicle.
Designing Written Assessments
12
Rubric for Essay 2:
Exceeds
Expectations
4
Meets
Standard
3
Approaching
Standard
2
Below
Standard
1
Instructor
Comments
Steps used
when
passing
another
vehicle
Description of
how to pass
another vehicle
are identified
correctly and
including
distances and
rationale.
Description of
how to pass
another vehicle
are identified
correctly and
distances are
accurate.
Description of
how to pass
another vehicle are
mostly accurate.
Including mostly
accurate distances.
Description
contains some
information but is
missing a
majority of
factual
information.
Content Writing is clearly
focused. It is
focused and
contains elaborate
details of
knowledge and
skills learned.
Writing has a
purpose is
focused and
contains
knowledge and
skills learned.
Writing is related
to the question,
has developed
paragraphs, but
does not
communicate
knowledge or
skills learned.
Writing is limited
and does not
communicate
knowledge or
skills learned.
Elaboration Elaboration
consists of
specific,
developed details.
Elaboration
consists of some
specific details.
Elaboration
consists of general
and/or
undeveloped
details, which may
be presented in a
list-like fashion.
Elaboration is
sparse; almost no
details.
Total
Rationale for Selection of Assessment Items
This assessment was designed to include both fixed-response and constructed-response
questions. Using both types of questions allows for the assessor to make certain the less complex
questions were clear and easy to answer, while the more complex questions are able to show the
learners ability to fully grasp more difficult topics (Oosterhof, Conrad & Ely, 2008). Within this
assessment students are asked to identify key dashboard components and common road signs
using fixed response items. Students use features such as hot spots, drag and drop and multiple
check boxes within the assessment. In each of the questions, there are components that distract
the learner. If the learner chooses one of the distracters, it is recorded for the instructor. These
Designing Written Assessments
13
distracters are specific to content and vocabulary. This test is also uses images that help enhance
the clarification in assessing student learning. These images were used from the Virginia
Department of Transportation Driving Manual.
The constructed response items include descriptions of when to use turn signals and
proper road safety check procedures. Students are asked to explain their responses in these
response items. The feedback that is provided within this section is extremely specific and is
easily verifiable if the student understanding meets the requirements of the course. Rubrics have
been provided to students. These rubrics can help to clarify learning goals so that students have a
clear understanding of their expectations (Suskie, 2009). Instructors that use rubrics to grade
assignments should keep in mind that these should not only assess the students’ knowledge, but
should also be used as a learning tool.
The feedback that is provided with a rubric should also be used to enhance the students
learning (Oosterhof, et al., 2008). In this particular assessment, feedback is provided to the
learner after each question. If the student’s answer is correct, the feedback reflects that within the
comment. If the student’s response is incorrect, the feedback provides them with the correct
answer or gives them a location to find the correct answers. Providing feedback in this way
allows the learner to continue to learn although they are making mistakes within the assessment.
Designing Written Assessments
14
This assessment is scored automatically for the fixed-response items. Within the
assessment students are notified that the constructed response items will be graded according to
the rubric at a later time by the instructor.
Conclusion
Using online testing software can provide assessment designers with access to computer-
based item types and valuable time-savings from automated scoring and feedback provision”
(Ablemetrics, 2012, para. 2). This assessment was created using Articulate Quizmaker. The
Articulate® Studio, allows the instructors to generate and embed Flash based technology into
lessons or quizzes (Articulate Global, 2012). This quiz was saved as a zip file for the purpose of
this assessment. Articulate is able to produce multiple different outputs for these quiz files, they
can be uploaded to learning management systems, saved to an html file, Microsoft Word, burn to
CD and an Articulate file.
Designing Written Assessments
15
References
Ablemetrics. (2012). Software for online testing and quizzes. Retrieved from
http://assessmentfocus.com/online-testing.php
Articulate. (2012). Articulate storyline. Retrieved from
http://www.articulate.com/products/storyline-overview.php
Oosterhof, A., Conrad, R. M., & Ely, D. P. (2008). Assessing learners online. Upper Saddle
River, NJ: Pearson.
Suskie, L. (2009). Assessing student learning: A common sense guide (2nd Ed.). Retrieved from
EBSCOhost.
Varughese, J. A. (2005). TESTING, TESTING. University Business, 8(4), 59-65.
Virginia Department of Transportation. (2012). Virginia drivers manual. Retrieved from
http://www.dmv.state.va.us/webdoc/pdf/dmv39.pdf
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