Objective and Traditional assessment

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    Objective and Traditional assessment

    Assignment #1: Objective Writing:
    Objectives: 7A, 7B, 7G

    Performance Process

    a. Specify the grade level (12th Grade) your objectives are written for.
    b. Check the Minnesota Department of Education web site for standards in your subject area (accounting or ecomics).https://education.state.mn.us/mde/Academic_Excellence/Academic_Standards_Curriculum_Instruction/index.html
    c. Based on the standards, write three Goals (general instructional objectives) for a unit you may wish to develop in your content area (business class k5-12) class. Your objectives can be written in any category–cognitive, psychomotor or affective.
    d. For each goal, write three corresponding objectives (specific learning outcomes).

    Evaluation Criteria
    • You have 3 GIO’s and 9 SLO’s labeled and in appropriate categories. For each GIO, 3 correcting SLO (3X3)
    • Objectives are brief, in learner’s terms, observable, and measure one outcome.
    • Objectives are appropriate for the grade level (12th Grade), state standard and unit of your choice.

    Assignment #2: Traditional Assessment Items
    Objective: 8C, 8E, 8F, 8G

    Performance Process
    Construct typewritten traditional assessment items, best suited for any specific learning outcomes created for Assignment #1. You may select question types from the following options. Your questions should be appropriate for the subject and the outcomes. Your assignment should include:

    A. Your items from the following question types.
    3 True-False
    2 Completion Variety questions
    3 Matching items (with four responses)
    3 Multiple Choice questions
    3 Short-Answer questions
    1 Essay question

    B. Include the objective the item relates to,
    C. the correct answer for each item, and
    D. written directions for each different item type.

    An effective test would be one that uses a variety of questions.

    Evaluation Criteria
    • an appropriate number of items were written.
    • an appropriate item variety was selected to measure each SLO.
    • written directions for each different item variety were included.
    • correct answers for each item were designated in some manner.
    • the objective was indicated for each item.
    • proper spelling and punctuation were used.

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