Alignment+of+Unit+Goals+to+the+evaluation+process

// Alignment of Unit Goals to the evaluation process //
 * Team Member D1 **

Morrison, Ross, Kalman and Kemp (2011) explain that various forms of objectives are used for describing different forms of outcomes; Cognitive objectives for knowledge, Psychomotor objectives for skills and affective objectives for attitudes. Evaluation goals should be consistent with the Instructional Goals. The following table shows the alignment of evaluation methods with the Instructional Goals

Follow up Questionnaire – 6 weeks following the training || This goal is knowledge- oriented. “For assessing knowledge, both objective-tests… and constructed response tests … may be used” (Morrison et al., 2011, p. 295). The evaluation method used should be able to assess the knowledge acquired. Since we are using a constructivist approach, we need the learner to reflect on what they learned. Therefore, we used a constructed response of writing a short reflection and uploading it on the group wiki || Observation/assessment of behavior- Do learners feel confident and at ease while applying cloud computing methods? Were there a high degree of difficulty and lots of questions or worries? Follow up Questionnaire – 6 weeks following the training || This goal is attitude- oriented. “Attitudes are commonly assessed by observing instruction, observing behavior, using rating scale, surveying and interviewing” (Morrison et al., 2011, p. 295). The evaluation method used includes observation of instruction, observation of behavior and a survey in the form of a questionnaire that will be sent 6 weeks later. || 1. List advantages of YouTube over PowerPoint 2. Reflection questions – How you will integrate YouTube into your classroom instruction Constructed Response test: 1. Fill out Wiki Plan Graphic Organizer 2. Reflection Questions – How you will integrate wikis into your classroom instruction Post reflections to the group wiki || Performance Testing Testing of Performance: Observation/assessment of behavior- Did learners enjoy the application session? Were they confident while applying what they saw? Follow up Questionnaire – 6 weeks following the training || This goal entails both knowledge and skills. For the knowledge we will use a constructivist method of constructed- response evaluation. "For assessing skills and behaviors, recommended measures are direct testing of performance, analysis of naturally occurring events, ratings and checklists of behaviors and performance testing" (Morrison et al. 2011, p. 295). For the psychomotor skills we are using the performance testing. We will also observe attitudes to make sure that the learners are at ease with the application of instructions. ||
 * ** Goal-Oriented Evaluation Table ** ||
 * Goal || Knowledge || Skills and Behaviors || Attitudes || Evaluation – Goal Alignment ||
 * Gain an awareness of cloud computing technologies and their educational uses || Constructed Response test:
 * 1) Entrance Questionnaire regarding current knowledge and use of cloud computing
 * 2) Pretest
 * 3) Reflection – How and when to use cloud computing ||   || Observation of instructions- Were the learners actively involved in group discussions? Were they attentive?
 * Accept that cloud computing technologies add value to education || Constructed Response Test:
 * 1) Brainstorming and Discussion- List the benefits of using cloud computing in the classroom ||   || Observation of instructions- Were the learners actively involved in group discussions? Did they have a positive attitude to using cloud-computing technology?
 * Know how to apply cloud computing technologies in constructivist approach || Constructed Response Test:
 * 1) Produce introductory video
 * 2) Link to wiki from YouTube video
 * 1) Set up group wiki and share via email
 * 2) Post link to wiki from YouTube video || Observation of instructions- Were the learners actively involved in group discussions? Did they feel enthusiastic and motivated?

References Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). (Chapter 6). Hoboken, NJ: John Wiley & Sons, Inc.