A Manual for the Design and Development of an Efficient Online Assessment Presentation

  • A user’s manual is a translation of instructional processes, frameworks, and strategies (Herrington, Oliver, & Reeves, 2012). 
  • This manual provides excellent strategies that stimulate and enhance online and classroom teaching techniques (Burrus, McGoldrick, & Schuhmann, 2007).

Factors that contribute to an efficient online evaluation include:

  • Learning environment
  • pedagogical strategy,
  • Evaluation tools,
  • Feedback conduit,
  • design implementation,
  • Tools.
  • A training audience is the topic group or demographic for which the instruction manual is intended (Thaler, Kazemi, & Huscher, 2012).
  • A Manual for the Design and Development of an Effective Online Assessment
  • Female educators inside the UAE
  • Objectives: To develop the teacher’s expertise, collaboration abilities, design methodologies, and online instructional strategies so as to improve student performance.

The first slide describes the characteristics of an educational guide. Please note that learning is facilitated by an effective classroom technique. Therefore, if we transfer classroom procedures to online platforms using the instruction manual, we will have an efficient evaluation tool. Therefore, we will classify the aspects that contribute to an efficient online evaluation tool.

The audience is the second difficulty after classifying the features of an instructional design. We must identify the intended audience for the evaluation tool. If the intended audience is not clearly defined, the instructional design will be ineffective. Consequently, it is necessary to determine the purpose of the evaluation tool. Why are we providing training? Who is being trained? How will the assessment design serve the students?

Instructional modules/units

The training session will be divided into eight units, including:

  • Instructional design
  • Screen design
  • Interface design
  • Capacity of instrument
  • User-friendliness
  • Impact
  • Communication expertise
  • Team spirit
  • The training units will be divided into three modules: training substance, assessment instrument, and team spirit (Strom & Strom, 2013).

To begin with the presentation, the training sessions will be divided into units. The units are displayed on the associated slide. Each section will be analysed depending on the content of the course.

Module 1 will be one hour long.

  • The objectives of the module are to compare instructional designs depending on student needs (Krathwohl, 2013).
  • Select an efficient instructional format.
  • Meet the demands of the learner with an appropriate screen and interface design (Kayler & Weller, 2007).
  • Evaluate the substance of the training.
  • The instructor will describe, with examples, the instructional design mechanism.
  • Instructional design for online assessment consists of the ADDIE model, Merrill’s first principles of teaching, the Dick & Carey model, Gagne’s nine instructional events, Bloom’s learning taxonomy, and the ISD model (Sewell, Frith, & Colvin, 2010).
  • This slide summarises the aim of Module 1. Participants must evaluate each module’s objectives. Please note that the module objectives must correspond with the training objectives. Consequently, the objectives must be audience-specific. The training guide will enhance teachers’ ability to plan and implement an effective online programme through joint effort.

The instruction will describe the ADDIE model.

  • The ADDIE model is an instructional design utilised by educators to arrange and present a variety of career training in a manner that promotes learning.
  • The ADDIE model’s characteristics include:
  • Analyze
  • Design
  • Develop
  • Implement
  • Evaluate.
  • The attendees will learn about the ADDIE model’s characteristics.
  • Importing simple diagrams and charts will facilitate the training process.
  • The module of the event will conclude with a workshop exercise for the participants.
  • Participants will generate an assessment-guided question for ADDIE design throughout the programme.

Participants will create evaluation questions for the ADDIE model.

  • Assessment questions for a successful design tool
  • What is the statement of the problem for the online activity?
  • Which ability must I impart to the student?
  • What is the minimum need for comprehension of the online activity?
  • Questions to evaluate the drill workshop (Contd)
  • What is the length of the course material?

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  • How many modifications are required throughout the programme?
  • Can the problem statement be taught online?
  • Who determined the learner’s requirements?
  • Why will the student continue with the examination?
  • What is the duration of the evaluation?
  • What is the assessment’s limitation?

This presentation examines the ADDIE model’s characteristics. Each characteristic is defined depending on the evaluation instrument. Consequently, if we are to consider an online assessment tool for career guidance, the ADDIE model characteristics must be compatible.

This presentation focuses on questions that support the ADDIE instructional design. Participants must answer these questions before selecting a strategy for execution. Please note that the most effective teachers are those who affect students’ understanding. The instructional design used must correspond with the learning strategies. This slide continues with the evaluation questions for efficient online education. Before designing an evaluation, participants must answer the following questions.

Module 2 objectives

The significance of evaluation tools for eLearning.

  • Adapt to varied learning environments to meet the needs of the student.
  • Capacity to select an appropriate evaluation instrument for the intended audience
  • Capability to analyse the performance of online assessment tools
  • The tool must enable and encourage the learning process

The training session continues with the second module. The objectives of this session emphasise the significance of assessment tools for eLearning.

Module 3

  • Describe and implement a channel for proof of knowledge.
  • The demonstration of knowledge is contingent on the assessment method.
  • The choice of evaluation method depends on the desired outcome.
  • The instructor must determine the instruction material and the evidence of comprehension.

Communication Skills for Presentations and Teamwork

  • Effective online assessment tools must possess the four Ps of presentation: product, price, place, and promotion (Williams, 2012).
  • Plan, prepare, practise, and present are the components of a presentation that the instructor must describe (Scardamalia & Bereiter, 2009).

This presentation describes communication abilities and their respective channels. To enhance learning, please note that the 3Cs of communication must be implemented.

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