What is the link between instructional materials, objectives, and assessments?

 

It is very important for assessments to be aligned with the learning objectives and instructional materials because they all work together and support each other. Objectives and assessments are intertwined and both of these should be clarified before you begin to figure out what type of instructional materials you will use. While objectives state what is expected, assessment provides tools to determine whether the learning outcomes have been reached (Lamb, Annette, 2012-2014)."

Reasons your course should be aligned:

• First, alignment increases the probability that we will provide students with the opportunities to learn and practice the knowledge and skills that will be required on the various assessments we design.
• Second, when assessments and objectives are aligned, “good grades” are more likely to translate into “good learning” (Eberly, 2014)."

 In order for your course to be aligned you will need to make sure that the learning objective, assessments, and instructional strategies are aligned in your course. This is the only way that you will have effective learning in your course.

"A framework for reflection - The Triangle of Effective LearningBiggs (2003) argues that effective instruction is the result of the alignment of Learning Activities and Assessment with the intended Learning Outcomes or Objectives (Carey, Linda, 2014)."

 

When reflecting on your courses ask yourself these simple questions:

• "Do the learning outcomes flow from the previous session and do they progress students' knowledge, understanding and skills (Carey, Linda, 2014)?" Make sure that the students are taking away all the information that you wanted them to absorb from the course.
• Do the planned and enacted learning activities move students' learning towards the intended outcomes (Carey, Linda, 2014)?” You will have to think to yourself, what instructional materials can I provide that will strengthen the students’ knowledge of the learning objectives and get them ready for the assessments.
• Do the planned and enacted assessment activities allow students to demonstrate the knowledge, understanding and skills highlighted in the learning outcomes (Carey, Linda, 2014)?" It is important to create assessments that will showcase that the students attain the learning objectives that you set forth.

"If assessments are misaligned with learning objectives or instructional strategies, it can undermine both student motivation and learning (Eberly, 2014)." The student’s attention will most likely start to center their attention around whatever will direct them to obtain a good grade, which in fact they should be concentrating on learning what is critical.

References

Eberly Center, What is the difference between formative and summative assessment (2014). Carnegie Mellon. Retrieved from http://www.cmu.edu/teaching/assessment/basics/formative-summative.html

Lamb, Annette. Inforamtion Inquiry: Instructional Strategies for Library & Information Professionals (2012-2014). Retrieved from http://eduscapes.com/instruction/8.htm

Assessment

 

"Assessment is the act of assessing, especially the evaluation of a student's achievement on a course (Dictionary.com, 2014)." Assessments allow the instructor to evaluate the student's performance. The two types of assessments that are significant in the instructional design process are formative assessment and summative assessment. "Assessments measures if and how students are learning and if the teaching methods are effectively relaying the intended messages (Formative and Summative Assessment)."

 

 

"The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning (Eberly, 2014)." Formative assessments generally are used to see if the learner is on the appropriate level or on the right track. Formative e assessment provides feedback and information during the instructional process, while learning is taking place and while learning is occurring (Formative and Summative Assessment)." It not only aids the learner but it also aids the instructor helping the instructor see what areas the students are having difficulty with and what areas they are thriving in.

 

"Formative assessments are generally low stakes, which means they have a low or no point value (Eberly, 2014)." Formative assessments generally occur before or during instruction. The purpose of formative assessment is to lead the instructor as they plan and improve instruction to enhance the students learning. Examples may include simple assignments such as a class discussions or homework review questions.

"The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark (Eberly, 2014)." Unlike formative assessments summative assessments are generally very important and hefty assignments such as tests such as a final exam or final project. "Summative assessment take place after the learning has been completed and provides information and feedback that sums up the teaching and learning process (Formative and Summative Assessment)."


Summative assessments are considered high-stakes assessments because a grade is typically applied to the activity. "Summative assessment is more product-oriented and assesses the final product, whereas formative assessment focuses on the process toward completing the product (Summative and Formative Assessment)." Summative assessment generally is conducted at the end of the instruction. It allows the instructor and the student to know what level they are on and how much they have accomplished.

 

Although there are differences in a formative assessment and a summative assessment, they are both significant assessment that should not be over-looked in regards to instructional design. "The formative assessments check progress along the way, while the summative assessment serves sort of as the 'end survey (Lepi, K., 2014)."



 
References

Dictionary.com. Retrieved from http://dictionary.reference.com/browse/assessment
 
Eberly Center, What is the difference between formative and summative assessment (2014). Carnegie Mellon. Retrieved from http://www.cmu.edu/teaching/assessment/basics/formative-summative.html
 
Formative and Summative Assessment. Northern Illinois University, Faculty Development and Instructional Design Center. www.aswestern.edu

Lepi, Katie. The Key Differences Between Summative and Formative Assessment (2014). Retrieved from http://www.edudemic.com/summative-and-formative-assessments/