include Subskills, Behavioral Objectives,.Construct an Congruency Evaluation Chart.Skills, Objectives, Assessments should refer to.Performance, Products, Attitudes - Scoring cleanliness, finish, tolerance of item, etc.Identify what elements are to be evaluated.Test Directions for Performance, Products,Īssessment Instruments for Performance, Products, Sometimes includes both process and a product.Construct an instrument to evaluate these.Write directions to guide learner activitiesĮvaluating Performance, Products, Attitudes.Measuring Performance, Products, Attitudes double negatives, misleading information, etc.Acceptable alternatives from best possible.clues provided by the behavior listed in the.What types (true / false, multiple choice, etc.).Use the correct verb to specify the behavior.mastery varies with critical nature of task.defined in statistical terms, beyond mere chance.
mastery defined as level of performance normally.subordinate skills tested in paper-and-pencil.Used during the design process and may beĮventually modified to measure only terminal Mayīe discarded in final version of instruction. Used during formative evaluation process. Helps determine appropriateness of required draw from skills below the entry behavior line.stipulate degree of mastery of the skill.match test item and performance objective.Refers directly to explicit criterion or.Designed to measure explicit behavioral.
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