Question.1738 - Assignment InstructionsWhen you are creating your Knowledge Assessment items for this activity, please use the following criteria for writing specific test items:True-false:1. Include specific directions.2. All statements must be either true or all false.3. Never use "cue words" such as never, always, should, may, might, only , etc. in the question.4. Use approximately 1/2 true, and 1/2 false test items.5. Make answering simple (T or F).6. See if you can incorporate applied learning in the question.7. Use clear, precise language in the questions.8. Questions should be equal lengths.9. Only use one idea per item.10. Construct a scoring key prior to testing.Multiple Choice and Matching:1. Include specific directions.2. Don't split a question between two pages; put the entire question on one page.3. Questions can include illustrations4. See if you can incorporate applied learning in the question.5. You can make two lists of 5 or more related words or symbols, and arrange them in some specific order for students to choose from.6. Use clear, precise language in the questions.7. Questions should be equal lengths.8. Only use one idea per item .9. Construct a scoring key prior to testing.Short Answer and Completion1. Include specific directions.2. Provide a blank space at end of statement.3. Students can answer using a list.4. Avoid verbatim statements in the question.5. Avoid grammatical clues in the question.6. Allow sufficient space for answers .7. Use clear, precise language in the questions.8. Questions should be equal lengths.9. Only use one idea per item .10. Construct a scoring key prior to testing.While these rules may seem like common sense they are NOT, and students will "test the test" if you do not write clear exam questions. If a test isnot written well, using specific guidelines, then a student can do well for the wrong reasons and vice versa. Poorly written tests can be unnecessarilyconfusing to students and will waste valuable class time to explain and correct.Course alignment is a much bigger topic than we have time to address in this Activity. I want you to know the very basic ideas about coursealignment that apply to the work we are doing on assessment. Throughout this course, you have been developing a plan for your course. The planbegan with an identification of the competencies within the FLDOE frameworks that you will address in your course. You then wrote specificobjectives for your course in measurable and observable terms. Those steps helped you plan what you wanted your student to know and be able todo as a result of taking your course. We then looked at the content/lessons of your course that will help the students meet your objectives.Assessment is the point at which you determine whether or not your students were successful in achieving your objectives. Assessment is thereason why I have been emphasizing the idea that objectives must be measurable and observable; because now you have to measure/observe yourstudents and assess their progress.Alignment refers to matching up your objectives with your content and assessments. When you create your assessment instruments for this Activity,begin by looking at the objectives you identified earlier in the course. Looking at your objectives, how will you assess student achievement? Thinkabout ways you would measure the skills and knowledge the students now have. Write your assessments based on the objectives you identified andyour course will be in alignment.Here is a very simple alignment matrix as an example of using alignment when developing a course.ObjectiveAssessmentContent12/11/2023, 09:17ECT 3365 Module 5 Assignment Instructions & Rubric: ECT3365-23Fall 0W61https://webcourses.ucf.edu/courses/1437353/pages/ect-3365-module-5-assignment-instructions-and-rubric?module_item_id=171462902/3Students will be able to applysafety rules in a lab setting.Checklist with class safety rules. Students observed in lab setting.Must receive at least 80% compliance with safety rules to pass.Teacher lecture on importance of lab safetyand specific safety rules for class lab.Video on occupational safety in laboratorysettingsPeer to peer safety checks duringlaboratory use.In the Alignment Matrix above, the objective is measurable and observable--you can measure whether they applied the safety rules, you can observethem actually doing the application of the skill. Here is a tool that can help you build well structured objectives.https://cdl.ucf.edu/teach/resources/objective-builder-tool/ (https://cdl.ucf.edu/teach/resources/objective-builder-tool/)The assessment directly relates (aligns) with the objective--the instructor will have a checklist that will be filled out as he/she observes studentsapplying the skill. The students must pass 80% of the checklist.The content section of the matrix lists all the ways that the instructor is going to teach the students how to pass the assessment. This is all the lecturematerials, activities, examples, videos, textbook readings, self-check activities, labs, group work, etc.In a nut shell:The objective is written first--you have to know what you want them to do before you can teach them to do it.The assessment comes 2nd--this is how you are going to prove that they achieved the objective. This is your evidence that they learned what yousaid they would in the objective. When accreditation committees come to look at our curricula, you hear a lot about 'student outcomes' andevidence. If you have done a good matrix and your course objectives are aligned, you will be a superstar!The content is everything you are going to do to help them meet the objective and pass their assessment. This is the area where you can reallypinpoint where you can make positive changes in your curriculum to enhance student outcomes. If you see that they are not doing well on aparticular assessment, look at the objectives for that assessment, then adjust or add to the content area in the matrix to provide more or differentkinds of instruction that will help the students succeed.As teachers, we need to acknowledge that if our students are not doing well on an assessment, it is our obligation to look at how we can help thestudent do better. We can't just say the students aren't paying attention, so they don't do well. That might be true in some cases; however, a goodteacher looks at what they can do to raise each student's level of achievement. We didn't become educators because we thought we would befamous millionaires. We became educators to make a difference and help others learn our trade. The alignment matrix will help you examine yourcurriculum in a structured way and to make changes that are focused on student outcomes.If you want to dig a bit deeper into alignment, try the website linked below. This resource is one of the best and most comprehensive sites availableanywhere.(http://www.cmu.edu/teaching/assessment/basics/alignment.html) https://www.cmu.edu/teaching/assessment/basics/alignment.htmlGrading RubricThis activity is worth 160 points. After submitting, respond to at least two other student's posting.You will receive 120 points for completing the assignment, and 40 points for your responses to two of your peers. Please see the Posting Instructionsand Grading Criteria below for specifics.POSTING INSTRUCTIONS:Below are the instructions for the postings in the three areas (skills, attitude, and knowledge).I. Skills Assessment (40 Points)1. Course Title (Checklist or Rating Scale)2. From the objectives you wrote for this "course" in an earlier assignment, list which one(s) is/are addressed in this assessment. Objectivesmust align with assessment. Provide a matrix like the sample in this lesson--Objective (in SWBAT format), Assessment, Content. Choose oneof the two assessment types: CHECKLIST or RATING SCALE. Your assessment must include the following:1. Develop the selected skill assessment instrument (i.e. checklist OR rating scale) with at least 5 items to assess .Select this link for a Checklist example (https://webcourses.ucf.edu/courses/1437353/files/100669482/download?wrap=1)(https://webcourses.ucf.edu/courses/1437353/files/100669482/download?download_frd=1) . Also see page 168 in your text for an example ofa Rating Scale.You can use an ATTACHMENT for this assignment, if you want to create a table for the assessment instrument. Microsoft Word tutorial fortables https://support.office.com/en-us/article/insert-a-table-a138f745-73ef-4879-b99a-2f3d38be612a(https://support.office.com/en-us/article/insert-a-table-a138f745-73ef-4879-b99a-2f3d38be612a)II. Attitude/Value (40 Points)Choose one of the four assessment types listed: 1) Caring/Empathy, 2) Motivation (to learn and work), 3) Craftsmanship/Accuracy, OR 4)Safety .Your ONE assessment that you chose must include the following:1. Course Title12/11/2023, 09:17ECT 3365 Module 5 Assignment Instructions & Rubric: ECT3365-23Fall 0W61https://webcourses.ucf.edu/courses/1437353/pages/ect-3365-module-5-assignment-instructions-and-rubric?module_item_id=171462903/32. From the objectives you wrote for this "course" in an earlier assignment, list which one(s) is/are addressed in this assessment. Objectivesmust align with assessment. Provide a matrix like the sample in this lesson--Objective (in SWBAT format), Assessment, Content.3. Develop the selected attitude assessment instrument with at least 5 items to assess (5 things that you are grading).See the Web Resource link above in the "Reading" section for an example of creating an Attitude assessment.You can use an ATTACHMENT for this section, if you want to create a table for the assessment instrument.III. Knowledge (40 Points)Choose one of the four assessment types listed: 1) Matching Items , 2) Multiple Choice Items, 3) Completion Items , OR 4) Essay Items .Your ONE assessment that you chose must include the following:1. Course Title2. From the objectives you wrote for this "course" in an earlier assignment, list which one(s) is/are addressed in this assessment. Objectivesmust align with assessment. Provide a matrix like the sample in this lesson--Objective (in SWBAT format), Assessment, Content.3. Develop the selected knowledge assessment instrument with at least 5 items to assess.REPLY TO OTHER STUDENTS ASSESSMENTS (30 Points)You will respond to at least two student's posting. Below is what I am looking for in your replies.Minimal spelling or grammatical errors in each posting.Briefly comment (at least 75 words) on whether the assessment's instructions were easy to read, the test items were clear, etc. Make anysuggestions that you think would improve the clarity and usefulness of the tests' items. Analyze the objectives and comment on the alignment ofthe assessment with the objective. Be respectful to your peers.APA 7: REQUIRED for assignments: Cover page, page numbers, double space, 12 pt font, paragraphs indented, in-text citations with a standalone Reference page with properly formatted references. Make sure your headers are in caps please. Do not cite me and do not include directionsor word count on your paper please. (10 points)For all assignments in this class, you will upload your submission to the assignment page.Uploading to the assignment link sends your assignment to Turnitin for verification that the work is authored solely by you. If you are paraphrasing orquoting another person's work, you must use proper APA citations(https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_basic_rules.html) both intext and in areference list at the end of the paper.

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