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SEPS 450/550 Assessing Learner Knowledge Performance (13 Pts) Name:Nyzherelle Sanders Assignment Read the information, Assessing Learner Knowledge and then answer the following questions: Activity: Learner Performance Knowledge 1. Benjamin Bloom divides the cognitive domain into six levels. What do cognitive objectives at the lowest level require learners to do? (1 Pt) May call for learners to summarize, interpret, translate or paraphrase fact data or information . 2. What do learners have to do at the higher levels of Bloom's Taxonomy in the cognitive domain? (1 Pt) Higher levels require learners to use information that has been taught (application, analysis, synthesizes, or evaluates). Information about learners' cognitive performance, what knowledge they have acquired, and how they can use that knowledge, can help in providing high-quality instruction for the learners enrolled in your program. You can put this information to several important uses. Give one way you can use each of the following categories: (3 Pts) 3. Learner readiness Is used to determine if the learner is ready to move on to the next activity or lesson. Instructors can test learners and knowledge before approving hands on activities. 4. Instructional improvement Is used to find out what the learners haven't learned, what you are teaching, and can alert you to possible weaknesses in your instruction. 5. Information about learner progress Learners get the opportunity to identify their own weaknesses period. Administrators use this information to determine progress of school. Counselors in the school or community, may use for placement decisions. employers may use learner's progress to be informed of coarse grades or technical content of a program. 6. What are several different ways to assess learner cognitive performance? (1 Pt) Assessing Learner Knowledge Performance Page 1 of 3

SEPS 450/550 Objective: the scores do not need to use judgment to determine whether a learner's answer is right or wrong. Subjective: require the use of judgment and interpretation in scoring answers. 7. What are four examples of "objective" tests used to assess knowledge? (1 Pt)  Matching  multiple choice  Completion  True / false 8. What are two examples of "subjective" tests used to assess knowledge? (1 Pt)  Essay  Oral 9. In theory, what makes a good test and what are things you can do to create one? (Don’t give a simple conceptual answer. What are things you can do, that you can apply from the readings to create a good test?) (1 Pt)  Test must be valid  Test should be reliable  Test should be usable 10.The test must be valid. Validity is the extent to which a test measures what it is supposed to measure. To the extent that a test measures what it is supposed to, it is valid. Look at this test item and explain why it is not a very valid test item: (1 Pt) The test item is not valid because you may easily guess the fill in the blank by reading the question. This is called the guessing factor. Harmful ______________ live and grow on inanimate objects. When harmful germs get inside a human body, __________ can begin. 11.List two other ways that the validity on tests may be adversely affected. (1 Pt)  The test measures more than intended  Test becomes less valid if it also measures other knowledge as well 12.How can you develop tests that are valid, reliable, and usable in your own program? (The readings give several concrete things you can do.) (1 Pt)  Base your test on learner performance objectives  Develop test items that also require learners to demonstrate the required knowledge at the specific level  The test should differentiate who knows the material and who does not  Minimize the effects of communication skills  Provide clear, full and simple directions  Do not use too many different kinds of items  Test should be the right length Assessing Learner Knowledge Performance Page 2 of 3

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