Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iBEJ4UU01808; Tue, 14 Dec 2004 14:04:30 -0500 (EST) Date: Tue, 14 Dec 2004 14:04:30 -0500 (EST) Message-Id: <009201c4e20e$e4a848f0$203b7780@april> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: "April L. Zenisky" <azenisky@educ.umass.edu> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:815] Re: guidance in developing job-related X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; reply-type=original; charset=iso-8859-1; format=flowed X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Status: O Content-Length: 4984 Lines: 124 Hi, all, To follow up with Marie's reposting, this was a question that was especially interesting to me as my own research interests as a test developer involve alternate item types (not multiple-choice) that are computer based. Specifically, I am interested in uses of innovative or novel types that are highly engaging to the test-taker but still auto-scored. In many cases, there might be one correct answer, but the questions might be written to allow for more than one right (or wrong) answer. For example, the different item formats for use in computerized testing allow you to incoporate different actions such as clicking, drag-and-drop, scrolling, and typing. The drag-and-drop option is nice because people can rearrange onscreen items in different ways given the frame of the question (for example, put things in some order (numerical, alphabetical, chronological, etc.)) and it lets them visualize the groupings they are creating. So, here in Massachusetts my colleagues at the Center for Educational Assessment and I are working with the Massachusetts DoE and practitioners in the state to develop new, computerized assessments that are directly based on the Massachusetts curriculum. The MA assessments will be different from the computerized BEST Plus in that the student willl enter answers directly into the computer, which is different from the BEST Plus' approach (which works well for that domain being tested -- a test administrator scores a student's spoken answers on a few dimensions and enters those into the computer). One thing I'm interested in learning more about myself about is people's experiences with adult learners and computerized testing. Some work I'm involved in now is finding out about adult learners' familiarity with computerized response actions (clicking, drag-and-drop, scrolling, and typing). Does anyone out there have any experience with or thoughts about using computer technology for testing with adults that they'd be interested in sharing with the list? More broadly, for practitioners, what do you find that your students can do with respect to using a computer and what skills do you see them needing assistance with? What might you consider to be the important navigational and other features of computerized activities/assessments? I'm looking forward to hearing from you! --april *********************************************** April L. Zenisky, Ed.D. Director of Computer-Based Testing Initiatives Center for Educational Assessment University of Massachusetts Amherst Amherst, MA 01003 413.577.2180 azenisky@educ.umass.edu ----- Original Message ----- From: "Marie Cora" <marie.cora@hotspurpartners.com> To: "Multiple recipients of list" <nifl-assessment@literacy.nifl.gov> Sent: Tuesday, December 14, 2004 12:50 PM Subject: [NIFL-ASSESSMENT:814] guidance in developing job-related assessments for critical thinking > Hi everyone, > > I am re-posting Julie's question from October 14 because it is relevant > to the discussion this week, and I don't think she ever received much in > reply. Julie - have you made progress on this project to date? Perhaps > April, and others who wish to, can comment on some of your questions. > marie > > > > I am working with large organization to develop assessments for managers > in > training. They want the questions to focus on measuring whether or not > a > management trainee can think critically and problem solve. The questions > will focus > on IMPACT and INDICATIONS of daily company procedures. > > The types of questions need to assess if the trainee understands the > impact > of a particular procedure on the productivity, bottom-line, etc. for the > > business. We also want to assess whether or not the trainees can > identify the > indicators that something is, or is not, going (or set up) according to > procedures. > > For example, does the trainee understand the IMPACT if department > materials > are unorganized and/or dirty? That the mailbag has gone unopened? Can > s/he > identify the INDICATORS that something is not running according to > procedure, is > out of place or that an employee is not performing their job > requirements? > > This assessment needs to written in standardized format (i.e., multiple > choice, true false, some fill in the blank and a few short answers). > > I've created many assessments for basic skills, so have an understanding > of > assessment development. However, I can see that testing intangible > problem > solving skills, will require a different approach. (By the way, the > precise > training modules have not been developed.) > > I am working with the company to identify the proficiencies, but would > very > much appreciate samples of how to phrase the questions so that they will > > accurately measure the proficiencies in the above mentioned format. > > Does anyone have samples or guidelines I might use? > > Thanks for your input. > > Julie Baker > > > > >
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