Storyboard Assessments: More Than Facts, Not Just the Facts

Table of Contents:

Introduction/Welcome..................................................................................................................................... 2

Objectives.................................................................................................................................................................. 3

Decide What You Want to Test..................................................................................................................... 4

Vocabulary to Use for Knowledge, Comprehension, and Application Levels.......... 6

Vocabulary to Use for Analysis, Synthesis, and Evaluation Levels............................... 8

Check on Learning: Bloom's taxonomy level definitions....................................................... 9

Creating Assessments: Knowledge, Comprehension, and Application......................... 10

Creating Assessments: Analysis, Synthesis, and Evaluation.............................................. 11

Assessment Scenario........................................................................................................................................ 12

Check on Learning: Using Bloom's taxonomy correctly...................................................... 14

Conclusion.............................................................................................................................................................. 16

Assessments
Introduction/Welcome
Audio Script	On-Screen Text
You have worked very hard and presented a fabulous training. ^1 Now you want to find out if the students understand what you have taught. It's assessment time. What kind of an ^2 assessment do you need to do? The answer to that question is found by deciding what you want to discover about the learner's retention of the information. You will be using ^3Bloom's taxonomy to discover the various levels of knowledge. Ask yourself these questions: ^4Do they just need to remember a series of facts? ^5Do you need to know if they really understand what you've presented? ^6Do you want to know if they can use the information in an actual situation? ^7Do you want to know if they can analyze the information while making use of it? ^8Do you want to know if the learner can take the information and use it in a way that they are creating a new use for the information? Or, finally, ^9Do you want to know if they can evaluate the information and apply specific portions to applicable situations? Use the navigation buttons to move through the course.	Introduction: ^1It's time to find out if they learned anything from your presentation. ^2 Assessments: ^3Bloom's Taxonomy · ^4Knowledge · ^5Comprehension · ^6Application · ^7Analysis · ^8Synthesis · ^9Evaluation
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Creative treatment Notes: The on screen text and audio are cued. The graphic for this page could be a series of question marks and a pyramid with the six levels of Bloom's taxonomy present. The bottom of the pyramid is the first level (knowledge) and the top point would be level 6 (evaluation).
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Assessments
Objectives
Audio Script	On-Screen Text
^1At the end of the course you will be able to ^2devise more effective assessments for your courses. To reach this goal, you will ^3define what an assessment should achieve. You will also ^4define what Bloom's taxonomy is. Finally, you will ^5develop your own assessments using all levels of Bloom's taxonomy.	^1Objectives: · ^2Devise more effective assessments o ^3Define what an assessment should achieve o ^4Define what Bloom's taxonomy is o ^5Develop assessments using all levels of Bloom's taxonomy
Graphic Artist Notes: The onscreen text and audio are cued. The graphic for this page could be a rotating graphic that is cued with the text and audio. The first one would be a picture of a standardized test, the second a copy of the Bloom's taxonomy graphic from the previous page, and the final one would be a picture of an assessment.
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Assessments
Decide What You Want to Test
Audio Script	On-Screen Text
The goal of an assessment is to determine if the learner has learned the information presented. Learning is defined as an observable and measurable change in behavior. Assessments help you decide if a change has occurred. Assessments test different levels of learning. Depending on what information you need from the assessment, you will devise your questions accordingly. Let's start with what you want to learn from the assessment. Bloom developed six levels of assessment. Each of the levels examines a different depth of questioning. His six levels are knowledge, comprehension, application, analysis, synthesis, and evaluation. There are different types of questions that are associated with each level. Click on the links for more information about these levels.	Goal of assessment is to measure the change in behavior. You need to ask yourself what you want to learn from your assessments. Bloom's taxonomy levels: · Knowledge · Comprehension · Application · Analysis · Synthesis · Evaluation
Hotspots/Interactions
Hotspot Description: Knowledge Content: At this level you are testing to see if they can recall data. Hotspot Description: Comprehension Content: At this level you are asking the learner to state the problem in their own words showing understanding of the concept being taught. Hotspot Description: Application Content: At this level you are asking the learner to use a concept in a new situation. Hotspot Description: Analysis Content: At this level the learner is being asked to break the concept into components for better understanding, distinguishing between fact and inference. Hotspot Description: Synthesis Content: At this level the learner puts the parts back together to form a whole, usually creating a new meaning or structure. Hotspot Description: Evaluation Content: At this level the learner is making judgments about the value of ideas and materials.
Graphic Artist Notes: The blue underlined words are hotspots that when clicked on activate the associated popup with more information. The graphic for this page would be the Bloom's taxonomy pyramid.
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Assessments
Vocabulary to Use for Knowledge, Comprehension, and Application Levels
Audio Script	On-Screen Text
Now that we have examined the six levels of ^1Bloom's taxonomy, let's review what they mean for assessments. There are words and phrases that will help you construct more efficient questions. As you make a choice about the type of question you want to construct you need to carefully examine what you are trying to test. Let's start with the knowledge level. At this level you want to know ^2if the learner can provide you with the facts learned. The next level is the comprehension level. At this level you want to know ^3if the learner understands what you have taught. The third level of Bloom's taxonomy asks ^4if the learner can take the information and apply to a new situation. Click on each level of the pyramid for more information.	^1Each of Bloom's levels looks at a specific area in an assessment. · ^2The learner can provide you with the facts learned · ^3The learner understands what you have taught · ^4The learner can take the information and apply it to a new situation
Hotspots/Interactions
Hotspot Description: Knowledge Content: Example vocabulary: Identify, define, describe, label, name, and recall Hotspot Description: Comprehension Content: Example vocabulary: Summarize, explain, give examples, rewrite, paraphrase, and generalize Hotspot Description: Application Content: Example vocabulary: Apply, demonstrate, modify, relate, use, and produce
Graphic Artist Notes: Audio and text are cued. The graphic for this page is the lower three tiers of Bloom's taxonomy. Each level is a separate hotspot that can be clicked on for more information.
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Assessments
Vocabulary to Use for Analysis, Synthesis, and Evaluation Levels
Audio Script	On-Screen Text
The three previous levels are the most commonly tested areas. However, ^1the next three levels are a higher order and look more into the attitudes and less observable behaviors. The fourth level in ^2Bloom's taxonomy asks the learner to show ^3if they can take the concept apart and distinguish between fact and inference. The next level asks ^4 if they can take the parts and reconstruct them with a new meaning or structure. The final level asks ^5if they can make judgments on the value of the ideas or materials. Click on each level of the pyramid for more information.	^1The next three levels are a higher order and look more into the attitudes and less observable behaviors. ^2Bloom's taxonomy asks: · ^3If they can take the concept apart and distinguish between fact and inference · ^4If they can take the parts and reconstruct them with a new meaning or structure. · ^5If they can make judgments on the value of the ideas or materials
Hotspots/Interactions
Hotspot Description: Analysis Content: Example vocabulary: Compare, contrast, infers, illustrate, differentiate, and outline Hotspot Description: Synthesis Content: Example vocabulary: Categorize, compose, generate, design, combine, and generate Hotspot Description: Evaluation Content: Example vocabulary: Appraise, conclude, critique, justify, discriminate, and interpret
Graphic Artist Notes: Audio and text are cued. The graphic for this page is the upper three tiers of Bloom's taxonomy. Each level is a separate hotspot that can be clicked on for more information.
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Assessments

Check on Learning: Bloom's taxonomy level definitions

Audio Script

On-Screen Text

Match the Bloom level with the definition.

Answer	Question
Knowledge	Can recall data
Apply	Can use the information in a new situation
Analyze	Can distinguish between fact and inference
Evaluation	Can judge the value of ideas or materials
Additional Distracters
Comprehension
Synthesis

Feedback:

Initial (Submit answer button is present upon entering the page):

Evaluative (Submit Answer button after first user action):

Tries (Feedback for first incorrect response):

Your answer is not completely correct. Please try again.

Incorrect (Feedback for second incorrect response):

That is incorrect. The correct answers are shown.

Correct (Feedback for correct response):

That's correct. Each of the levels looks at a specific level of skills, knowledge or attitude.

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This is a drag and drop check on learning. There are two tries possible.

ID Notes:

Tie the question back to the objective; insure the content provides the answer to the question.

Screen/page number: 6

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Assessments
Creating Assessments: Knowledge, Comprehension, and Application
Audio Script	On-Screen Text
You have examined the levels of Bloom's taxonomy in an attempt to create more effective questions for your courses. Let's review some ^1questions that might be employed in testing. Let's look at Bloom's level of ^2knowledge. A possible question for this level might look like this question. A question that is assessing how well the learner ^3comprehends the content might look like this. As you continue up the pyramid the next level is ^4application. A question from this level might look similar to this. These three levels lend themselves to the use of multiple choice types of questions. The top three levels can also be tested in the multiple choice format with a little bit of work.	^1Questions that might be employed in testing. ^2 Knowledge: Identify the seven points that need to be assessed for a patient. ^3Comprehension: Give examples of questions to ask a patient with an undefined fever. ^4Application Use the steps in the process correctly to document the patient's symptoms.
Graphic Artist Notes: Audio and text are cued. The graphic for this page is the lower three levels of the Bloom pyramid. There are no interactions on this page
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Assessments
Creating Assessments: Analysis, Synthesis, and Evaluation
Audio Script	On-Screen Text
Let's examine some ^1question examples that are from the upper three tiers of Bloom's Taxonomy. The next level in Bloom's taxonomy is ^2analysis. A question from this level might be similar to this one. The purpose of the ^3synthesis level is to show a greater understanding of the concept. A question at this level might look like this. The final level in Bloom's taxonomy is ^4evaluation. Question similar to this one look at the value of the concept, which is a higher level of thinking.	^1Question examples that are from the upper three tiers of Bloom's Taxonomy. ^2Analysis Compare the steps of the intake process with the initial diagnostics process. ^3Synthesis Design a process for making a diagnosis for a fever of unknown origin. ^4Evaluation Justify the need for specific steps in the process followed during triage questioning.
Graphic Artist Notes: The audio and text are cued. The graphic is the upper three tiers of Bloom's pyramid. There are no interactions on this page.
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Assessments
Assessment Scenario
Audio Script	On-Screen Text
We've examined what each of the levels is trying to achieve. Now let's apply this to actual situations. Examine the scenario on the screen After you have read it, click on the two questions that examine knowledge and evaluation. As you work through this, think about how you would apply this to your courses. Also think of alternative questions that you could ask at each of these levels.	Examine the following scenario: The class has been studying the process to assess current patients' conditions for further treatment. They have been given a list of questions to ask. In addition, they have a list of observable symptoms to assess. Which of these questions will provide you information from the knowledge and evaluation levels? Differentiate the outcomes of asking questions and using observable to make a diagnosis. Justify the need to use both questions and observations to make an accurate diagnosis Design a way of minimizing the patient's stress during this evaluation while getting the appropriate information. Identify the questions to use from the observable symptoms. Demonstrate the proper technique for gaining the information needed for the assessment. Give examples of the questions to ask during the interview.
Hotspots/Interactions
Hotspot Description: 1 Content: Not quite. This is a question that looks at the analysis level of Bloom's taxonomy. Hotspot Description: 2 Content: That's right; this is an example of a question at the evaluation level of Bloom's taxonomy. Hotspot Description: 3 Content: Not quite. This is an example of a question at the synthesis level of Bloom's taxonomy. Hotspot Description: 4 Content: That's right; this is an example of a question at the knowledge level of Bloom's taxonomy. Hotspot Description: 5 Content: Not quite. This is an example of a question at the application level of Bloom's taxonomy. Hotspot Description: 6 Content: Not quite. This is an example of a question at the comprehension level of Bloom's taxonomy.
Graphic Artist Notes: The graphic on this page could either be a picture of a clinical setting or the full Bloom's taxonomy pyramid. The numbers of the questions are hotspots that when activated create popups with feedback in them.
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Assessments
Check on Learning: Using Bloom's taxonomy correctly
Audio Script	On-Screen Text
You have examined the levels of Bloom's taxonomy and how they apply to actual situations. Let's see what you have learned.	Select the best answer to this question. You have developed a course to train incoming technicians on the proper procedures to process blood specimens in the lab. You want to make sure that they can apply the procedure appropriately. What question would best assess this? Predict the outcome of the process if you don't label the second specimen. (correct) Justify the procedure step that requires you to double check the name of the patient against the orders. Name the steps in the procedure to process specimens in the lab. Design a similar procedure for processing other types of specimens in the lab. Feedback: Initial (Submit answer button is present upon entering the page): Evaluative (Submit Answer button after first user action): Tries (Feedback for first incorrect response): Not quite. Please try again. Incorrect (Feedback for second incorrect response): That's incorrect. The correct answer uses the word "predict". When assessing the ability to apply a concept you must see if the learner can use the concept in a new situation. Correct (Feedback for correct response): That's correct. You are assessing the learner's ability to use the concept in a new situation.
Graphic Artist Notes: Multiple choice question with only one correct answer. There is feedback available for two tries.
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ID Notes: Tie the question back to the objective; insure the content provides the answer to the question.
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Assessments
Conclusion
Audio Script	On-Screen Text
^1You have examined Bloom's taxonomy and how it helps you design assessment questions. You have reviewed what assessments are designed to test. You have defined Bloom's taxonomy. Finally, you attempted to design an assessment using Bloom's levels. ^2Using these levels as you build your own assessments will help you create better tests. These tests will be more efficient and will be assessing the appropriate learning behaviors. By using Bloom's taxonomy, ^3you will find that your tests have a better structure and the ^4learners are actually providing you accurate information on the learning achieved.	^1You have examined Bloom's taxonomy and how it helps you design assessment questions. ^2Using these levels as you build your own assessments will help you create better tests. ^3You will find that your tests have a better structure. ^4Learners are actually providing you accurate information on the learning achieved.
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