PERC 2022 Abstract Detail Page
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| Abstract Title: | Affordances of Articulating Assessment Objectives in Research-based Assessment Development |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Research-based assessments have historically been developed based on teaching experience and/or course learning goals or objectives. However, using course learning goals for assessment development has limitations, including that the goals for a course are often broad and difficult or impossible to assess with an individualized, scalable assessment instrument. Thus, we propose articulating assessment objectives (AOs), which are concise and specific statements about concepts and practices that an assessment aims to measure, as a productive strategy for assessment development. While similar in many respects to learning goals, AOs are explicitly designed to aid in assessment development in numerous ways, including by helping researchers organize high-level assessment goals, providing an additional means for establishing construct validity, operationalizing the goals of the assessment via targeted assessment items, and serving as a way to communicate the substance of an assessment to instructors and researchers interested in using the assessment in their course or research study. Here, we discuss these affordances of AOs in the development of two recent research-based assessments, and we present two detailed examples of AOs and how we progressed from initial assessment conception to AO articulation to finalized assessment items. We conclude by arguing that the articulation of AOs is a valuable step in the development of research-based assessments. |
| Session Time: | Poster Session 3 |
| Poster Number: | III-22 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Michael Vignal University of Colorado Boulder Boulder, CO 80304 Phone: 2535796293 |
| Co-Author(s) and Co-Presenter(s) |
Katherine D. Rainey, University of Colorado Boulder Bethany R. Wilcox, University of Colorado Boulder Marcos D. Caballero, Michigan State University H. J. Lewandowski, University of Colorado Boulder |
