Product or Program Appropriateness Describe the instructional unit that you will be evaluating. Make sure this instructional unit has already been developed (e.g., a unit that involves a piece of computer software, training manual, self-instructional unit, reading program, new student information system). This is NOT a software evaluation task Ã¢â‚¬â€œ you are evaluating instruction. You will assess learner understanding and determine if the content is adequately being covered in the product or program by using formative or summative evaluation. You will be doing a summative evaluation to assess learner understanding. Please note: you are NOT required to have citations in this paper but if you do quote or paraphrase the work of another, you must include all in-text citations and references in APA format. In this section you will explain how the selected product or program would be appropriate in your instructional setting. This is typically the classroom, school, or organization in which you teach. Purpose and Participants In this section you will discuss an assessment that you will develop related to your selected product or program. Be sure to include the purpose of the assessment. In other words, what are you trying to accomplish with this assessment? Describe in detail the type of assessment, cognitive or performance, and what this means. Also be sure to discuss who will be receiving this assessment. Describe the participants in the evaluation and any unique characteristics of this population. You should discuss relevant demographics such as gender, age, ethnicity, education level, etc. You could also discuss the size of your group, attitudes about the subject matter, prior knowledge about the subject matter, learning styles, and cultural characteristics. Performance Objectives Justification Justify why your performance objectives are appropriate for the assessment. Be sure to discuss only the performance objectives that you plan to measure with your assessment. Be careful about the verbs used in your performance objectives. For example if your action verb is Ã¢â‚¬Å“identifyÃ¢â‚¬Â then a multiple choice test might be an appropriate assessment. If the action verb is Ã¢â‚¬Å“produceÃ¢â‚¬Â then some type of project or authentic assessment might be more suitable. In the final part of this section, include a numbered list of performance objectives that the assessment will measure. These objectives need to be in MAGER FORMAT. Please note that this is different than simple three-part, objective format. Please see the Mager objectives resources for more help on this topic if needed. 1. First objective goes here. 2. Second objective goes here. 3. Third objective goes here, etc. Assessment Validity In this section you will provide support for why YOU feel the assessment will produce valid results. Be sure to discuss how it measures your performance objectives. Reflect on what you have learned about validity. It might be helpful to define validity in your report and explain how your assessment is aligned with this definition. The grader will be looking at your assessment to determine if it has face validity. Face validity is a type of content validity and is discussed in the Measurement chapter of the Gay and Airasian research text. Basically, it is the degree to which a test measures what it claims to measure. One should be able to look at a test and determine, at face value, if the test is a geography test, or a math test, etc. It is really the most basic form of validity. Be sure to refer to the actual instrument in this section and include the assessment as an appendix to this report. You could simply say something like: The assessment is shown in Appendix A. Assessment Justification In this section you are required to justify the assessment type and evaluation method you chose. Assessment type means the type of test you developed (multiple choice, matching, True/False, project, performance test, etc.) Evaluation method means the summative evaluation method. For example, if you chose to develop a multiple choice test, you would need to defend that choice and explain why it would most effectively measure your objectives. To help with this, think about the cognitive level your objectives require and the verbs you used in your objectives. Since you are doing a summative evaluation you will need to defend why a summative evaluation is a better choice to assess learner outcomes than a formative evaluation. Be specific in your response and provide details you have learned from the readings. Validity of Assessment In this section discuss how the concept of assessment validity will guide how you determine the validity of the new assessment you created. Look in your Gay and Airasian research text in the section on validity. What is the degree to which your assessment is measuring what it is intended to measure? How do you know this? One way might be to create a table of specifications which shows in tabular format the topics to be tested, how many items devoted to each topic and the type of items. Another way might be a rubric which ensures your performance test is measuring the intended outcomes. Explain how you can determine the validity of your new instrument by going beyond face validity in your discussion. There are a number of different types of assessment validity. You should discuss several types of validity and describe how they will guide you in determining the validity of this new assessment. For example you could discuss how your assessment has both item validity and sampling validity and include how you might determine this. You could also discuss how your assessment has construct validity and include how might determine this. The processes for determining these different types of validity are describe in chapter 6 of the Gay text. Appendix A Place your assessment here.