We continue our series on how instructional designers and educators must make learning smarter and also focus on developing good instructional design assessment strategies. If you’re reading the series for the first time, check out the first blog, explaining the comprehensive approach to ABOUT DESIGN. You are also encouraged to read about analyzing every aspect of the project or building out the design.
Objectives often get lost in the shuffle because many think this component of a lesson remains irrelevant.
However, I beg to differ.
A good objective helps the learner to break down the skill into tangible aspects for them to master. The clearer the objective is to the user, the more likely they will understand the skill levels.
The objective also sets up the framework for the assessment to take place.
All too often, assessments remain broad. That’s because of two key factors: time and money.
Those conducting the assessment will not have the time to hand grade the assignment, nor will they
likely have the budget to build an assessment.
That’s a huge problem because not everyone learns the same way. Not everyone performs well on tests when the only format is multiple choice.
To start incorporating some strategies, one must ask themselves several questions.
These instrumental questions guide an instructor in developing a course and prove that you can’t use the same assessment style for every objective, much less the user.
For when an instructional designer thinks ABOUT DESIGN, they must consider every aspect of the job. Only then will they make learning smarter.
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