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Other Artifacts |
Artifacts ~
MIT 531:
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Product Applying Learning Outcomes through the Instruction of Microsoft Word (main document) Micro-Level Plan (page 3) Learner Outcomes / Objectives (page 5) Assessment Strategies (page 10) Assessment Instruments ( page 20 |
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Context & Conditions Applying Learning Outcomes through the Instruction of Microsoft Word was designed and developed as a requirement for MIT 531 Assessment of Learning Outcomes. The project was completed during the 2007 summer semester under the guidance of Dr. Abdou Ndoye. The assessment module was developed for the local Wilmington, NC division of a national organization, Christian Women’s Job Corps (CWJC) to provide assessment information in order to enhance employment opportunities for students of CWJC. Scope The MIT 531 project examined the nature and purpose of measurement and assessment of learning outcomes. Detailed analysis of the concepts of reliability, validity, response sets, interpretation of scores, fairness in testing, performance assessment and norm-referenced vs. criterion-referenced tests were performed. SPSS, tally, observation, graphs, charts, and rubrics were studied for the purpose of evaluating the objectives. The time-frame was completed with-in one summer session. Role § Evaluator § Team Participant § Instructional Designer I individually designed a self-instructional module to use an evaluation instrument for assessment of outcomes. As an Instructional Designer and Evaluator I paid particular attention to the instructional materials and the compliance with organizational standards and goals. The assessment of outcomes laid the foundation for me to determine levels of proficiency as well as levels of deficiencies of the learners. I then created a rubric to assess the outcomes through observation. Two other classmates were assigned to read and evaluate my papers for congruence with instructional strategies per outcome, and Gagne’s taxonomy. I then created a detailed graph in MS Excel to cross analyze each learner (there were 15 learners), for each of the five rubric statements, and for each level of proficiency. For ease of understanding the outcome evaluation analysis, I designed pie-chart graphs to display evidence of proficiencies, per objective, per learner. I also designed a detailed rubric to be used by the learner before and after instruction. Reflection The MIT 531 project taught me the importance of using objective outcome assessment results as a vital tool to improve training skills for the instructor, and knowledge retention skills for the learner. Understanding an organization’s goals and performance objectives guided the testing instruments, but the assessment of the instruments is where the real performance was evaluated for learner improvement. Because of the value of knowledge learned from evaluation assessment, I would design just as detailed instruments in the next evaluation challenge. |
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