Your Names:

The Sturgeons

 

Chapter 10 in Turner & Riedling (2003) provides information on the assessment process.

One: 
Identify the purpose of the assessment.

The purpose of the assessment will be to make sure students can create an effective resume	

Two: 
List the kinds of assessment that are necessary (e.g., entry-level skills, pre-instruction, during instruction, and post-instruction) and when they should occur in the instructional strategy. 

Food for thought: You may find these questions useful in guiding your explanation: 	
 
•	What are the different types of assessment that you intend to use in your instruction? 
•	What type of learning and what level of learning is each assessment meant to measure? 
•	What is the purpose of each assessment section? 
•	What information does the assessment provide in informing further design, development, or instruction? 	

Pre-instruction skills: 
During instruction: Reinforcement Questions
Post- instruction: Portfolio containing students’ resume

Three:
Complete the Assessment Item Specification Chart for your lesson (next page).

Terminal Objective Assessment Specifications

Terminal Objective (or Goal)

Students will be able to create an effective resume in Microsoft Word.

Assessment Form

Students will create their own resumes and this will be submitted for evaluation.

Since the basis of evaluation will be “grading” the work completed throughout the process of instruction, there will be no specific item.

Sample Item (if it applies)

Question Characteristics (if it applies)

N/A

Response Characteristics (this is any type of response that the learner may give to the assessment)

N/A

Criteria (how you will know the performance is correct or incorrect)

See attached rubric