2. ALIGNING OBJECTIVES TO ASSESSMENTS : OBJECTIVE 3 JASMINE D. DARNELL EDU602: ASSESSING KNOWLEDGE & SKILLS IN THE ONLINE LEARNING ENVIRONMENT DR. MICHELLE WARN ASHFORD UNIVERSITY FEBRUARY 23, 2015

3. PERFORMANCE OBJECTIVE DEFINED Performance objective is a description of an observable event that can indicate whether a student has learned a particular knowledge (Oosterhof, Conrad, Ely, 2008, p. 230). A performance objective is not a description of the knowledge, but rather a description of a performance that shows whether the targeted knowledge has been learned (Oosterhof, Conrad, Ely, 2008, p. 230).

4. OBJECTIVE 3 Faculty will use the automated support center to request IT support.

5. DO – TYPE ACTIVITY DEFINED Do-Type activities convert information gained from an absorb activity into skills and knowledge. There are several types of Do-Type activities such as practice, discovery, games and simulations (Horton, 2012). People learn by considering, researching, analyzing, evaluating, organizing, synthesizing, discussing, testing, deciding, and applying ideas (Horton, 2012, p. 51).

6. ACTIVITY: ROLE PLAYING

7. ACTIVITY For this activity, faculty will role play and act through the computer steps in requesting IT support. The automated support center has 5 steps each faculty member must perform to properly request support. The classroom will be divided into 5 sections, representing the 5 steps. Faculty will navigate through each section of the classroom acting out the specified step with the provided materials in the section. At the conclusion of the 5 th section, each faculty member would have gone through all 5 steps for the automated support center to request IT support.

8. ASSESSMENT DEFINED Summative Assessments Occur at the end of instruction. Unit tests and projects are often given at or near the end of a unit of instruction to help establish how well the learner has achieved the knowledge and skills associated with that unit (Oosterhof, Conrad, Ely, 2008, p. 13).

9. ASSESSMENT DEFINED Formative Assessments Occur throughout and during the unit of instruction. Their purpose is to redirect instruction or learning to help ensure high achievement at the end of instruction (Oosterhof, Conrad, Ely, 2008, p. 13). Formative assessments often are informal in nature, such as a teacher watching students’ facial expressions or probing students’ knowledge with casual questions. Formative assessments can involve exercises embedded within instructional materials, such as the “Apply what you are learning” exercises (Oosterhof, Conrad, Ely, 2008, p. 13).

10. ASSESSMENT In order for learners to meet the objective they will use a computer test to individually complete an IT support request using the automated support center. The request will be a test request and if completed properly, the faculty will have followed all 5 steps and effective achieved the learning outcome of the class.

11. REFERENCES Horton, W. (2012). E-Learning by design (2 nd ed.). San Francisco, CA: Wiley. Oosterhof, A., Conrad, R. M., & Ely, D. (2008). Assessing learners online. Upper Saddle River, NJ: Pearson.

12. THANK YOU! QUESTIONS?