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Linking Learning to Assessments
BJDSOP Faculty Retreat5/16/2012
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Linking Learning to Assessment
1. Writing learning objectives2. Relating objectives to assessment 3. Writing assessment questions4. How to analyze knowledge tests for
discrimination
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Learning objectives
1. Define an objective.2. How/ when to author3. How to align objectives with
assessments.
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Characteristics of objectives
• Specific and focused• Targets performance• Realistic to achieve• Can be measured and validated• Time-bound with a deadline
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Learning objectives…
• … describe the intended result of instruction.
LWBAT
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Outcomes• recall, identify, choose, • solve, • calculate• apply therapeutic concepts to
clinical scenarios
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Iterative process
Lect
ure/
lab
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“Begin with the end
in mind”Stephen CoveyThe Seven Habits of Highly Effective People
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•We need to know what we want the end result to be before we plan.
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Write your test questions first thenwrite your objectives
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Questions already written?
•Rewrite objectives to align with what is required of the students on the assessments
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Rationale1. Alignment 2. Focuses attention on what is
most important* 3. Promotes continuous
improvement
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Consider these….
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Example 1• Question– Which statement is correct…
• Objective: –Student will be able to identify..
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Example 2• Refer to the case above.• What is the most appropriate
therapy at this time?
• Objective: –Student will be able to select/…
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Work smart• What (are) the KSAs, being
assessed by your test questions?
• Restate those as your objectives in LWBAT terms…..
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Objectives RECAP
1. What is a learning objective?2. When do we right them? 3. Why?4. How do we align objectives
with assessments?
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What is a good question?
1. Good form
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Bad format DO NOT COPY
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Good format – please copy
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Factual recall format
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Better
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Basic Science examples
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More BS examples
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Vignettes NBME • “..we believe vignette items are generally
more appropriate ..”–test application of knowledge to
patient situations
–pose appropriate clinical challenges
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Non vignette
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Short Vignette
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Long Vignette
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What is a good question?
1. Good form2. Best practices
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NBME Guidelines
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Best Practices•No T F•MC with 4-5 good options •1 correct answer preferred
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Testwiseness BAD• Grammatical cues • Absolute terms • Long correct answer•Word repeats
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Irrelevant Difficulty BAD
• Options are long, complicated• Numeric data not stated
consistently• Vague – “rarely”• Avoid all/none of the above• Hinged responses
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K- type questions • Avoid• Re
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Good questions• Big stems • ~ Same length distractors (short)• Avoid absolutes / vague terms• Avoid negatively phrased items
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What is a good question?
1.Good form2.Best practices3.Performs well
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Performance
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A good question?1. % correct 2. Item discrimination 3. Distractor performance
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Item Analysis
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A good question?1. % correct 2. Item discrimination 3. Distractor performance
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Test matrix 2010 2011 %
Change
CK13 11 (15.3%)
APP3 5 66.6%
Correct response CK 86
90.5 4.9%
Correct APP62 65.8 6.1%
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Bloom’s TaxonomyLevel
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Less complex
More complex
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VERBSBloom’s Level Verbs
1. Knowledge match, recognize, select, compute, define, label, name, describe
2. Comprehension restate, elaborate, identify, explain, paraphrase, summarize
3. Application Apply knowledge, solve problems
4. Analysis outline, draw a diagram, illustrate, discriminate, subdivide
5. Synthesis compare, contrast, organize, generate, design, formulate
6. Evaluation support, interpret, criticize, judge, critique, appraise
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Linking Learning to Assessment
1. Writing learning objectives2. Relating objectives to assessment 3. Writing assessment questions4. How to analyze knowledge tests for
discrimination
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References
1. Case SM, Swanson DB, Becker DF. Verbosity, window dressing, and red herrings: do they make a better test item? Academic Medicine. 1996;71:528-530.
2. NBME Constructing Written Test Questions for the Basic and Clinical Sciences
3. Haladyna, T. M., & Downing, S. M. (1989a). A taxonomy of multiple-choice item-writing rules. Applied Measurement in Education, 2(1), 37-50.
4. Frisbie, D. A. (1990, April). The evolution of the multiple true-false item format. Paper presented atthe Anual Meeting of the National Council on Measurement in Education, Boston.
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• Sands (2002), the “basic precept of course-planning [is]: What do [you] want students to be able to do at the end of the semester?” In other words, course goals and objectives should guide the design of your course rather than technology (Aycock, Garnham, & Kaleta, 2002). Sands’ first principle for developing a blended course is to “work backward from the final course goal…to avoid a counterproductive focus on technology.”