Performance Objectives |
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Do the conditions |
Yes |
No |
Not relevant |
- specify cue or stimulus provided to learners? |
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- specify resource materials needed? |
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- control complexity of task for learners' needs? |
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- aid transfer to performance context |
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| Is the behavior | Yes | No | Not relevant |
- congruent with the behavior in the anchor step of the instructional goal analysis? |
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| - the actual behavior rather than a description of how learners will respond (e.g., classify rather than circle)? | |||
- clear and observable rather than vague? |
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| Is the content | Yes | No | Not relevant |
- congruent with the content in the anchor step of the instructional goal analysis? |
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| Are/do criteria | Yes | No | Not relevant |
- included only when needed to judge a complex task? |
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| - include physical or form attributes? | |||
| - include purpose attributes? | |||
| - include aesthetic attributes? | |||
| - include other relevant attributes? | |||
| Is the performance objective | Yes | No | Not relevant |
Clear (you can construct an assessment to evaluate learners' mastery)? |
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Feasible in the learning and performance contexts (time, resources, etc.)? |
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Meaningful related to goal and purpose for instruction (not insignificant)? |
I. For Objective Test Items |
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| A. Goal-centered Criteria. Based on the terminal objective and performance objectives, are the items congruent with the... | Yes |
No |
Not Relevant |
| - conditions? | |||
| - behavior? | |||
| - content? | |||
| - criteria? | |||
| B. Learner-centered Criteria. Are the items and directions congruent with the target learners... | Yes | No | Not Relevant |
| - vocabulary, language level? | |||
| - complexity for developmental level? | |||
| - contexts? | |||
| - background and experience? | |||
| - motivation and interest? | |||
| - special needs? | |||
| C. Context-centered Criteria for Assessments. | Yes | No | Not Relevant |
| - are the items and directions: | |||
| a. authentic with the learning and performance contexts? | |||
| b. feasible for the contexts? | |||
| - are required equipment/tools available? | |||
| - is adequate time available for administration, scoring, analysis? | |||
| - are adequate personnel available for administration? | |||
| D. Assessment-centered Criteria. | Yes | No | Not Relevant |
| - all information required to answer provided? | |||
| - language clear and parsimonious? | |||
| - correct grammar, spelling, and punctuation? | |||
| - item formatting rules followed? | |||
| - professional looking? |
II. For Product, Live Performance, and Attitude Assessments |
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| A. Central Criteria. Are instructions and criteria | Yes |
No |
Not Relevant |
| - goal-centered? | |||
| - learner-centered? | |||
| - context-centered? | |||
| - assessment- centered? | |||
| B. Directions. Do directions clearly indicate | Yes | No | Not Relevant |
| - what is to be done? | |||
| - how it is to be done? | |||
| - any needed resources, facilities, equipment? | |||
| - any constraints on time, format, etc.? | |||
| - appropriate guidance for task and learner needs? | |||
C. Elements or Features to be Rated. Are elements on rating scale or check list |
Yes | No | Not Relevant |
| - important? | |||
| - observable? | |||
| - paraphrased? | |||
| - sequenced? | |||
| - stated either neutrally or positively for consistent rating direction? | |||
| D. Rating or Quality Judgment. Are the rating categories | Yes | No | Not Relevant |
| - consistent in directionality ('yes' reflects a positive rating and 'no' reflects a low rating? | |||
| - labeled using both numbers and verbal descriptions? | |||
| - number of rating categories fits quality complexity of task (rarely over three)? | |||
| - fair in that 0 is used only when element is totally missing? | |||
| - likely to yield reliable ratings that are | |||
| consistent across time? | |||
| agreed upon by two or more persons? |
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