Creating Valid and Reliable Pre-Post Assessments
This eLearning experience highlights the work I have conducted at Northern Illinois University which addressed an issue regarding student teachers art assessments, enabling students seeking teacher licensure to pass the edTPA exam, and obtain scores well above the state and national averages.
Audience: Pre-service undergraduate and masters level art and design education students seeking licensure to teach in Illinois.
Tools: Articulate Rise 360, Articulate Storyline 360, Adobe Express, Adobe Photoshop, Adobe Illustrator, Draw.io, Camtasia, and Canva
Responsibilities: Instructional Design, eLearning Development, Visual Design, Storyboarding, and Mockups
KPI: In class student assessment presentations, Student teacher certification edTPA scores.
Audience: Pre-service undergraduate and masters level art and design education students seeking licensure to teach in Illinois.
Tools: Articulate Rise 360, Articulate Storyline 360, Adobe Express, Adobe Photoshop, Adobe Illustrator, Draw.io, Camtasia, and Canva
Responsibilities: Instructional Design, eLearning Development, Visual Design, Storyboarding, and Mockups
KPI: In class student assessment presentations, Student teacher certification edTPA scores.
The Problem
The edTPA teacher certification exam was required in the state of Illinois for all student teachers to pass in order to obtain licensure. Of the exam's three sections, the third and final section on assessment was receiving the lowest scores by students. Recognizing that this issue could impact the future opportunities and careers of students, university faculty agreed that more attention and support should be given to how students can conduct, analyze, and convey assessments within the visual arts.
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The Solution
After careful analysis of prior student edTPA results, course syllabi, and student feedback, I determined that the problem was performance-related and caused by students lack of experience applying theories within real-world teaching settings. To solve this problem, I created a Google Sheet document with built in functions to analyze data as well as an immersive scenario-based eLearning experience to help students practice analyzing data in a low-pressure real-world setting. The learning experience would help the learner conduct Pre-Post Assessments and analyze the data in ways which clearly convey insights to invested stakeholders.
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My Process
Being an experienced researcher, I first examined the issue of increasing student edTPA scores to identify the variables that were most strongly correlated with the edTPA assessment scores. I took a mixed-methods approach getting qualitative data from interviews and discussions with both faculty and students as well as document analysis of course syllabi and assessments.
After collecting my data, I then used Cathy Moore’s strategic action mapping process to identify the best solutions to produce measurable improvements which can be supported thought training and learning experiences. After creating an action map, I then put learning theories into action when developing the various eLearning experiences through Articulate Rise and Storyline 360.
After collecting my data, I then used Cathy Moore’s strategic action mapping process to identify the best solutions to produce measurable improvements which can be supported thought training and learning experiences. After creating an action map, I then put learning theories into action when developing the various eLearning experiences through Articulate Rise and Storyline 360.
Action Mapping
Cathy Moore’s strategic action mapping process combines performance consulting with backwards design to ensure that learning experiences have a direct purpose and connection to improving measurable outcomes towards a specific business issue. I started with the measurable performance goal then identified observable tasks that can help achieve the goal. Next, I identified the hurdles to completing the observable tasks and developed eLearning solutions that resolve this issues, allowing for the successful completion of tasks through eLearning. See my Cathy Moore’s inspired strategic action mapping below.
Application of Learning Theories
ADDIE Model
This is a five-phase model for designing and developing instructional materials and courses. The phases are: Analysis, Design, Development, Implementation, and Evaluation.
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Kirkpatrick’s Model
This is a four-level model for evaluating the effectiveness of training programs. The levels are: Reaction, Learning, Behavior, and Results.
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Blooms Taxonomy
This is a hierarchical model for classifying and organizing learning objectives and outcomes into six levels of cognitive complexity: Remember, Understand, Apply, Analyze, Evaluate, and Create. My learning experience progressed through these steps as follows:
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ARCS Model
This learning experience design framework to help create engaging and motivating lessons for learners through four components: Attention: Relevance, Confidence, and Satisfaction.
Cognitive Load Model
This theory explains how to design learning experiences that optimize learning outcomes by addressing how the human brain processes and stores information through working memory and long-term memory.
Constructionist Learning Theory
This theory states the learners construct their own knowledge based on their prior experiences rather than passively receiving information. This means that learners need to be actively engaged in meaning-making and problem-solving activities. As a result of constructionist learning theory, I designed the eLearning experience to include a real world example of analyzing pre and post art assessment data in order to create insights and reflect on a plan of action. Learners will also be encouraged to practice using previously collected student data from earlier clinical teaching experiences to further support knowledge development before completing the edTPA exam. |
Gagne’s 9 Events
This is a nine-step model for designing and delivering effective instruction. The steps are: Gain attention, Inform learners of objectives, Stimulate recall of prior learning, Present the content, Provide learning guidance, Elicit performance, Provide feedback, Assess performance, and Enhance retention and transfer.
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Mayer’s Principles of Multimedia Learning
This is a six-principle model for understanding and facilitating adult learning. The principles are: Need to Know, Experience, Self-concept, Readiness, Problem Orientation, and Motivation.
SAMR Model
This is a framework for integrating technology into teaching and learning, with four levels: substitution, augmentation, modification, and redefinition. By brainstorming the ways technology could support learning, a plan of action was made for what resources should be developed with certain technologies. By reflecting on the way technology can influence learning, the decision to Redefine data analysis was selected after weighing the investment of training to benefit of the new skill for the learner.
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Interactive Articulate 360 Prototype
Guided by the learning activities identified through action mapping as well as the multiple learning theories that help provide data supported structure to a learning experience, I developed 8 lessons for the Articulate 360 course with a range of interactive features. This eLearning experiences was then provided to peers using Articulate Review 360 for feedback regarding ease of navigation, content pacing and clarify, and overall satisfaction. This user feedback was taken into account for developing the final eLearning experience.
Full Development
The final development used both Articulate Storyline 360 and Rise 360 to develop a variety of engaging content. The final product was then published online through Articulate Review 360 with feedback turned off to allow anyone with the link to access the full course online. The course version presented on my portfolio website allows for a free form viewing of lessons, rather than restricting lesson access through linear progression.
At the end of the course a Articulate Storyline 360 block allows for a custom certificate of completion (picture below) to be printed as well as links to two rubrics and the pre-post assessment Google Sheets formatted document.
At the end of the course a Articulate Storyline 360 block allows for a custom certificate of completion (picture below) to be printed as well as links to two rubrics and the pre-post assessment Google Sheets formatted document.
Please Reach Out If You'd Like To Connect
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