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Playbook for the Development of Self-Instructional Material for Home-based learning during school closures in Afghanistan

Vijay Siddharth Pillai

(28th April, 2020)

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Contents 1. Background ......................................................................................................................................................................... 3

2. What is the need for self-instructional material? ............................................................................................................... 3

3. What kind of self-instructional material should be developed? ..................................................................................... 4

4. Structure of self-instructional material (when the textbook is available with students) ............................................... 5

5. Writing a Unit of Learning-3 Stages ................................................................................................................................ 5

6. Writing activities ............................................................................................................................................................. 6

7. Writing examples ............................................................................................................................................................ 7

8. Illustrative learning devices ............................................................................................................................................ 8

9. Access devices ................................................................................................................................................................. 9

10. Diversity Issues ............................................................................................................................................................ 10

11. Estimating Study time for a unit ................................................................................................................................. 10

12. Planning assessment ................................................................................................................................................... 10

13. Language, writing style and layout ............................................................................................................................. 11

14. Process flow for developing a self-instructional material (Scenario: When textbooks are available with learners) . 12

Useful links ........................................................................................................................................................................ 14

ANNEXURES ....................................................................................................................................................................... 15

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1. Background With an extended period of school closures in Afghanistan, the Ministry of Education has decided to ensure continuity of

learning through alternate means which include

1. Lessons being broadcasted via Television and Radio

2. Home based Learning

3. Learning at schools in smaller cohorts under specific conditions which eliminate/reduce the likelihood of the

spread of COVID-19

As the Ministry of Education along with development and humanitarian partners are engaged in the process of

development of video and audio based content, support also needs to be provided to children who don’t have access to

such devices/services. Self-instructional material, which supplements the textbook, needs to be provided to children so

as to ensure that Education Sector’s response to COVID-19 remains inclusive. This playbook seeks to guide stakeholders

who are engaged in the process of designing and writing self instructional material for home-based learning. The

contents of this playbook have been mostly borrowed from a Handbook titled Creating Learning Materials for Open and

Distance Learning: A Handbook for Authors and Instructional Designers (Commonwealth of Learning)12.

2. What is the need for self-instructional material? In classroom based teaching, the teacher happens to be the central resource for learners. Understanding the diversity in

the classroom, the teacher packages and repackages content for students who may be at different learning levels and

different learning styles so that learning occurs. The textbook aids the teacher in this effort. In the absence of a teacher,

traditional textbooks alone may fail to ensure active learning among children as such books often focuses on explanation

of facts, concepts and theories. What is required in such situations is self-instructional material which not only provides

information but also

1. defines what is to be learnt

2. gives examples

3. explains

4. questions

5. sets learning tasks

6. answers learners questions

7. allows learners to do self assessment

8. gives study advice

A comparison of self instructional material with textbooks has been presented in the figure below:

1 Creating Learning Materials for Open and Distance Learning: A Handbook for Authors and Instructional Designers -

http://oasis.col.org/handle/11599/43

2 The Handbook states that its contents may be reproduced without permission for non-commercial purposes with due acknowledgement to Commonwealth of Learning

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Table 1.1: Comparison of the Open Distance Learning (ODL) material with textbooks (Source: Creating learning

materials for Open and Distance Learning: Commonwealth of Learning)

3. What kind of self-instructional material should be developed? The type of self instructional material developed for learners depends on the availability of textbooks and the kind of

resources in it. There may arise 2 different scenarios in the development of self-instructional material as illustrated

below.

SCENARIO 1: The child has access to the textbook

Identification of the resources which are

needed for home-based learning but is absent in

the textbook

Development of a study guide which is linked to

the textbook but focusses on the resources

which are absent in the textbook

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In the absence of a textbook, the self-instructional material has to be exhaustive as it has to include content which

explain the concepts. However if the textbook already is available with the student, the self instructional material needs

to focus only on resources which are absent in the textbook and provide a viable self-study plan for the learner. The

resources which may be absent in the textbook may include study tips, examples, self-assessment, summaries etc which

enhances active learning and engagement with the students. If the textbook includes most of the above mentioned

components, the self instructional material shall be minimal and may focus on the weekly/monthly self-study plan for

the learner.

4. Structure of self-instructional material (when the textbook is available with students) A typical unit in a self-instructional material has the following structure:

1. Title

2. Introduction

3. List of content

4. Learning Outcomes

5. Resources needed for this unit

a. Read <pages/topics from the textbook>

b. Read <new text ,written by you>

c. Do <activity written by you>

d. Do <self assessment written by you>

e. Read <feedback written by you>

6. Do <Tutor marked assessments written by you>

7. Key points

5. Writing a Unit of Learning-3 Stages Stage 1: Explain what the session is about

Stage 2: Conduct the session

Stage 3: Remind learners what the session was about and check that they have learnt it

The components of a unit of learning are mentioned below:

SCENARIO 2: The child DOES NOT have access to a textbook and could not be provided one

Development of a self-contained self-instructional material which is linked to the curriculum which aids in active home-based

learning

This cycle, might

be repeated

several times.

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Table 1.2: Typical components of a unit of Learning (Source: Creating learning materials for Open and Distance

Learning: Commonwealth of Learning)

6. Writing activities Need for activities: Learner activity promotes thinking leading to successful and deep learning in contrast to surface

learning.

Taxonomy of activities: The taxonomy of various activities has been presented below (also see Annex 5).

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Number and placing of learning activities: Every learning outcome should have at least one or preferably, more than one

learning activity. If there are too many learning activities for a single learning outcome, such a learning outcome needs

to be split. As tasks/activities provide feedback to learners about their progress and misconceptions, they should not

only be adequate in number but also spread throughout the learning unit so that the feedback is continuous and

immediate. This shall prevent that misconceptions are not embedded deeper in their minds by the end of the learning

unit (which could happen if all tasks are placed at the end).

Recommended format for activities: Template structure for presenting the activity is shown in Annex 1 and can be

directly replicated. A desirable format shall include

1. Objective of the activity (so that the student feels that it is not a mechanical task but a goal oriented activity)

2. Task (task should not be more challenging than what is required to achieve the learning outcome)

3. Answer grid (studies show that students completion rate of task significantly rises if space is provided for them

to write the answer)-see Annex 6

4. Prescribed time for the task (e.g.: “take no more than 5 minutes to complete the task”)

5. Feedback (which includes not only the correct answer but also includes comments on likely wrong answers)-

Detailed feedback for reflection based tasks may come from teacher during face to face evaluation or my citing

the criteria for self evaluation in the instructional material.

7. Writing examples Many textbooks do not have ample examples as a result of which the instructional material “tells” more and “shows”

less.

ACTIVITIES

QUESTION-BASED

Restate facts"Explain the process of

photosynthesis"

Distinguish between facts

/concepts

"List 5 differences between plans and animals"

Apply new concepts

"2x+6=8;Solve for x"

Give or explain examples

"Give 5 examples of mammals"

REFLECTIVE ACTION BASED

(see Annex 3)

Report own observations

"List 2 ways by which your parents save resources at

home"

Give examples from own experience

"Do you feel that people genrally desert others in

moment of crisis"

Evaluating something which

one observes

"Write a short essay on 2 local practices which helps in

keeping your village clean"

8 Need for examples: examples are critical when the learning goal is understanding and analysis (unlike gaining surface

level factual knowledge). Examples are most needed to aid in understanding (of concepts, rules, principles and

procedure) and to develop proficiency in application (use of concepts, rules, principles and procedure).

Recommended format for examples (see Annex 7):

Example-rule method Rule-example method (easier for learners who could not learn in an abstract way)

Description Specimen Description Specimen

Show some examples and non examples

Show some triangles (example) and some other shapes (non-examples)

State the definition “A square has 4 sides which are equal and has all angles equal to 90°”

Ask learners to work out what the rule is that makes the concept

“Triangles have 3 sides” Present examples and non examples

Show squares (examples) with triangle and rectangles

Test for understanding by presenting examples and non examples (see Annex 8)

Test for understanding by presenting examples and non examples

If the learners definition are not correct, challenge them by presenting some cases that do not work under their definition

Showing some shapes which have 4 sides but are not square

Continue to refine until learners reach the degree of discrimination that you require

Differentiating between light blue colour and dark blue colour or between a square and a rectangle

Continue to refine until learners reach the degree of discrimination that you require

Differentiating between light blue colour and dark blue colour or between a square and a rectangle

Table 1.3 Recommended formats for examples

8. Illustrative learning devices Use illustrations when

1. something is too abstract to explain words

2. something is too complex to explain in words

3. you want the learner to look at more than one idea at the same time

Some of the common illustrative devices (tables, graphs, diagrams, flowcharts etc) and their instructional purpose is

presented in Annex 9.

While using illustrations remember to

1. ask yourself how the illustration shall help learners in a specific context

2. keep illustration simple in which the key learning point should stand out clearly

3. include a caption

4. the caption should lead learners to illustration (e.g.: ” diagram shows the sequential steps to be followed while

using a fire extinguisher”)

5. explain the purpose of the illustration (“This graph shall help you understand the relationship between

temperature and rainfall”)

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6. Where possible, set activities around illustration (e.g.: labeling the different parts of a heart which hasn’t been

labeled in the self instructional material)

7. help learners to read the graph/illustration (e.g. ”as you could see in the graph, as temperature is decreasing,

the density of water increases till 4°C after which density starts decreasing”)

8. keep illustrations close to the text and place it after the first reference to it

9. Access devices Access devices (such as titles, list of content etc) serve 2 purposes:

1. make structure of learning material clear

2. help learners understand how they are to use the material

Access device Placing of access device Guideline Instructional Purpose

Title/Topic headings Before the start the unit

During the study of the unit

Clear, meaningful and descriptive titles (“How does carbon dioxide cause global warming “ instead of “Global warming”)

Test of good heading is “What will I learn when I study this section?”

Orients the learner to learning the concept

Introduction Before the start the unit

Introduction shall include

what the unit will cover

why it will be useful for learners

how it will follow from the previous units

Orients the learner to learning the concept

Contents list Before the start the unit

Provides the learner an overview of what they are about to learn

Glossary Completion of the unit

Concept map (see Annex 10)

Before the start the unit

Learning Objective Before the start the unit

Informs the learner as to what to expect in the unit

Pre-requisites and pre-tests Before the start the unit

Verbal signposts Before the start the unit

During the unit

Completion of the unit

Example of verbal signposts include: “As you saw in the previous unit” “In the next example, you will see this difference more clearly”

Orients the learner as well as help the learner in connecting different concepts with each other

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“In the next unit, we will explore some solutions to this problem”

After devices Completion of the unit

summary

key points

using concept maps to explain what has been covered in the unit

Table 1.4 Various access devices and their placement and instructional purposes

10. Diversity Issues Each learner displays unique learning styles and may have attained different learning levels. While a teacher can

package and repackage content and use formative assessment strategies so as to ensure differentiated instruction, this

is difficult with a self-instructional material. Some of the strategies which could be used to tackle such diversities

include:

1. Explaining the common misconceptions as part of feedback post assessment

2. Including diverse ways of assessing the knowledge (fill in the blanks vs. labeling a diagram)

3. Presenting concepts in diverse ways (concept map, text, drawings etc)

11. Estimating Study time for a unit Stating the approximate time required for the completion of the unit shall help the learner to plan her/his study

accordingly. This can be estimated by identifying all the tasks (see Annex 12) which the learner has to undertake (from

reading introduction to checking the answers of the end test) and developing some time usage rules (e.g. reading page

of text =20 minutes).Stating the total study time for the unit and the time to be invested for each task separately is

beneficial for the learner. It shall help the student to efficiently use time and help in self-monitoring or monitoring by

guardians.

12. Planning assessment Most students are assessment focused and place great value on assessment. Hence designing better assessments can

lead to deeper learning.

Formative assessment-It motivates, enhances understanding and helps learners to self assess their progress. This is very

important in the absence of a teacher as learners will have no idea whether they are making progress. Formative

assessment could include

1. activities and their feedback

2. self assessment tests

3. non-assessable tutor marked assignment (reflective question such as “Write an essay on the socio-economic

problems in your village”)

Summative assessment: It informs the learner of standard they have achieved and whether they have achieved overall

learning objective. These are often tutor marked assignments.

Guidelines on designing assessments:

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1. Assessments should be linked to learning outcome (for instance, if the learning outcome is to describe a devise,

the assessment could focus on description; if the learning outcome is to use a devise, the assessment should

focus on demonstration of the use of the device) –See Annex 14

2. Including both summative and formative assessment

a. Advantage of summative assessment: It helps the student and the tutor to understand whether the

learner has understood the relationship between different concepts presented in different sections of

the learning unit. It can also help in evaluating the learners competency at higher levels (i.e. Higher

levels of Bloom taxonomy(see Annex 4 and Annex 13) by focusing on analysis, synthesis and evaluation

based questions)

b. Advantage of formative assessment: It helps the student to reflect on their progress and consolidate

what they have learnt.

3. While writing the test questions, try to make the questions diagnostic by following the process mentioned below

a. start with an idea for the question

b. write down the answer you expect

c. use the answer to draft a question; question should have specific and thoughtfully selected bloom verb

such as “list”, “calculate”,”explain”,”Illustrate” etc.

d. write down the common mistakes you expect students to make

e. write the feedback to the common mistakes

4. Assessment for higher levels of learning (such as analysis of a situation, creating a report, evaluation) might

require tutor marked assessments but, in certain cases, self assessment could be possible too by providing the

criteria for self-assessment of the answer to an open-ended question.

5. Number of assessments: A single assessment at the end is undesirable. At the same time too many assessments

may also be counterproductive. Assessments should not be too-long as it may be tiring for the learners.

6. Placing of assessments: It could be evenly placed in the learning unit or after completion of a coherent collection

of sub units targeting a particular learning outcome.

7. Tutor marked assessments-As interaction between the student and tutor may be limited, tutor marked

assessments should be carefully designed so as to ensure

a. good coverage of learning outcomes

b. personal feedback on certain concepts or mistakes which cannot be done through distance learning

mode

c. marking criteria-it shall be desirable to place more marks for questions targeting higher order learning; it

shall be desirable in certain cases to show how the marks shall be distributed within a single question

(e.g.: “diagram of the heart shall fetch you 2 marks while explanation of parts of the heart shall fetch

you 3 marks”)

d. model answers: this can include

i. appropriate structure of an answer

ii. points to be included in a good answer

iii. mistakes and omissions which lead to lose of marks

13. Language, writing style and layout (see Annex 2 and Annex 11)

1. Use familiar and common words (e.g.: harmful) instead of less familiar ones (e.g. detrimental)

2. Use shorter sentences instead of longer ones, but not at the expense of cohesion

3. Try to have sentences which are specific (“Write a note of less than 300 words”) than general (“Write a short

note”)

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4. Use active voice and address in 1st or 2nd person (e.g.:”You should note that…”) and not in 3rd person (“e.g.: “The

student should note that…”).

5. Prefer using positive statements (“ Pay attention to warning signs”)than negative statements( “Do not ignore the

warning signs”)

6. Do not use double negative statements (e.g.” It is not easy for students to not shout in the class”) as it is difficult

to comprehend

7. Maximize cohesion of the learning unit by

a. repetition of key words

b. use of verbal signposts to show interlink ages between sections of the unit as well as the concepts

8. Use adequate number of signposting in terms of topics, list of contents, headings, sub headings etc. This shall

help the learner to negotiate a complicated learning unit. Include verbal signposts such as “in the next example

we will show you”, “in the last section” etc to show the interlinkages.’

9. Use of icons: Icons such as “?” for formative assessment questions or the icon of a book to signal students to

read from the textbook.

14. Process flow for developing a self-instructional material (Scenario: When textbooks

are available with learners) 1. Identification of the unit(s) of learning for the coming week/month

2. Read through the relevant portions of the textbook and identify the learning outcomes set in the curriculum

which is linked to the unit of learning for the coming week/month

3. Identify the pre-requisite knowledge and skills required for learning to occur

4. With the help of the textbook (and other teaching materials), develop the approach to teaching the unit through

the self-instructional material. Get the teaching-approach reviewed by an experience teacher or a subject

expert.

5. Identify the resources which are absent in the textbook which could have helped the learner to achieve the

learning outcome through home-based learning- A course unit should contain:

a. Unit number and title

b. an introduction

c. contents list

d. statement of pre-requisite knowledge

e. learning objectives for the unit

f. list of any equipment/extra resources needed for studying the unit

g. time required for the unit

h. examples

i. explanatory text

j. activities with feedback

k. diagrams and illustrations

l. topic summaries

m. unit summaries

n. self-test based on unit learning objectives

o. link forward to the next unit

It is possible that the textbook may have many of the abovementioned components but they may be less

comprehensive, vaguely structured, too difficult to comprehend, too few examples, too few activities (quantity

and diversity of activities), too few assessments (quantity and diversity in assessments).

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6. Develop the resources which are found to be lacking in the textbook and circulate it for comment

7. Promote active form of reading activity while directing learners to read portions of the textbook as shown

below,

8. A desirable format within the self-instructional material could be the following which could be repeated multiple

times depending on the number of topics in the unit of learning

a. Read <pages/topics from the textbook>

b. Read <new text ,written by you>

c. Do <activity written by you>

d. Do <self assessment written by you>

e. Read <feedback written you>

9. Refer the learner to the summary of the learning unit in the textbook or ask them to read the new text (written

by you) summarizing the learning unit, in the self-instructional material

10. Set time limits for the learner on each of the reading, writing, drawing and observing tasks

11. Set tutor marked assessments for learners along with time limits, marking criteria and the date of submission

12. Review the draft version by a teacher or subject expert with a focus on

a. activities

b. examples

c. self-assessment

13. Review the developed self-instructional material to ensure that it is

a. more pleasing to the eye (have a generous layout with adequate illustrations icons and signposts)

b. better structured and organized clearly

c. appropriate length

d. user friendly (simple and child-friendly language ,familiar words, short sentences, transition phrases and

verbal signposts)

This cycle, might

be repeated

several times.

Passive reading activity: Read pages 61-65 of Hamlet

Active reading activity:

1. Read pages 61-65 of Hamlet.

2. Who are the characters who are engaged in the conversation?

………………………..………………………..………………………..………………………..………………………..………………………..

3. Describe the context in which the scene is unfolding.

………………………..………………………..………………………..………………………..………………………..………………………..

………………………..………………………..………………………..………………………..………………………..………………………..

………………………..………………………..………………………..………………………..………………………..………………………..

4. Why the characters are not hopeful of the future? List the reasons

………………………..………………………..………………………..………………………..………………………..………………………..

………………………..………………………..………………………..………………………..………………………..………………………..

………………………..………………………..………………………..………………………..………………………..………………………..

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e. better addressed to learners needs and requirements (relevant, adequate and diverse

examples/activities with continuous assessments with feedback)

14. Development testing of the draft self-instructional material (if it is safe to do so during school closures)3 (See

Annex 15)

a. Face to face where you sit down with the learner while they work through the material-The key is to

observe the learner as well as to get the learner to tell what he or she is thinking and feeling at every

stage. Make notes accordingly (“Learner kept going back to p.7”; “Learner finds activity 1.4 difficult to

understand”)

b. field trials where you send the material to learners who are elsewhere-Options include

i. pre and post tests (this method shall not tell you what is wrong with the learning material)

ii. log sheets (which asks how long they spent on each activity, parts of text they couldn’t

understand etc)

iii. questionnaires

iv. in-text devices-where the self-instructional material not only has space for writing the answers

for self assessment questions but also space to answer feedback related questions(“How

easy/hard did you find activity 7”; “Was the feedback helpful to you, if it was , in what way was

it helpful?”). Such material is returned to developers by learners on completion of learning unit

for analysis and revision of learning material.

v. post-trial interviews

Useful links Creating Learning Materials for Open and Distance Learning: A Handbook for Authors and Instructional Designers -

http://oasis.col.org/handle/11599/43

3 Detailed information on testing and quality assurance could be found in Creating Learning Materials for Open and

Distance Learning: A Handbook for Authors and Instructional Designers -http://oasis.col.org/handle/11599/43

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ANNEXURES Annex 1

Recommended format for an activity in a self-instructional material

Activity 1: Apostrophes with singular words Purpose of this element

This activity will help you improve your use of apostrophes to show possession Motivational Introduction

Rewrite each of the following to use an apostrophe. We’ve done the first one for you.

1. the palace of the Queen

2. the book of my friend

3. the computer of Charles

4. the surface of the Earth

Tasks/Instructions

1. the Queen’s palace______________________

2._____________________________________________

3._____________________________________________

4. _____________________________________________

Answer grid and example if needed

Take no more than 5 minutes over this. Time guide

Feedback to Activity 1

Your answers should have been as follows:

2. my friend’s book. If you wrote ‘my friends’ book’ then your answer refers to a

book owned by more than one friend. 3. Charles’ computer or Charles’s computer. If you wrote ‘Charle’s computer’ then you should note that the apostrophe never goes inside the original word. It is always after the word. 4.the Earth’s surface If you wrote ‘the Earths’ surface’ then you are referring to more than one Earth

Feedback including comments on likely wrong answers

16 Annex-2

Layout of a self-instructional text-A liberal use of white space and generous layout is prescribed by instructional

designers of self instructional material

17 Annex 3

Example of a reflective task (Source: Getting Started at GCSE Biology (National Extension College, Cambridge)

Source: Introducing Counselling Skills (National Extension College, Cambridge)

18 Annex 4

Example of the use of Blooms Taxonomy of the levels of learning

Source: Creating Learning Materials for Open and Distance Learning: A Handbook for Authors

and Instructional Designers

19 Annex 5:

Different kinds of learning activity tasks (Source: Creating Learning Materials for Open and Distance Learning: A

Handbook for Authors and Instructional Designers)

The precise task set can be in one of many formats, such as: • a short answer task • an extended answer task • a true-false task • a multiple-choice task • a matching task • a fill-in-the-blank task • a ‘put in order’ task • a complete the graph/diagram/table task • a create something task (e.g., type a paragraph of text using your word processor) • a collect data task (e.g., observe traffic, interview a person). The variety is limited only by your imagination.

Ideas for activities A good source of examples of a wide range of activities is Kember and Murphy (1994).

20 Annex 6

A simple answer grid with an icon/signpost (“Try it”)

Source: Institute for Adult Basic Education and Training (UNISA)

21 Annex 7

A well presented example being used to teach rules

Source: Essential Book-Keeping (National Extension College, Cambridge)

22 Annex 8 Use of examples and non examples Showing square-ness by giving examples and non-examples

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Annex 9:

Common illustrative devices (tables, graphs, diagrams, flowcharts etc) and their instructional purpose

Using a table of words (an illustrative device) to demonstrate a method of analysis (shown below)

Source: Introduction to Distance Education. M1 (International Extension College, Cambridge)

Illustrative Device

Show how something looks/works

Show relationships

Show change over time

Show structure

Show sequence

Simplify Add emphasis

Motivate Emotion

Table of words/numbers

Diagram/ Drawings of objects

Graphs

Organizational chart or Flow chart

Cartoons

Icons

24 Annex 10

Concept Maps

Concept map (Access device) to provide an overview of a unit of learning outcomes

(Source: Creating Learning Materials for Open and Distance Learning: A Handbook for Authors

and Instructional Designers)

25 Annex 11

General guidelines on layout for self-instructional material (print) (Source: Creating Learning Materials for Open and

Distance Learning: A Handbook for Authors and Instructional Designers)

Both in texts and on the web, typography and layout are very important. Generally, ODL texts are

characterised by:

• using a good-sized page (usually A4) to create a spacious layout; • space being left for learners to make their own notes on the pages; • spaces being provided for learners to write down their answers to activities; • the use of different type fonts (and/or different sizes) to indicate the nature of a piece of text

(e.g., using a different font for activities); and • the use of boxes, rules, etc to distinguish the different aspects of the text.

To prevent the pages becoming cluttered and confusing, you need to carefully control how many

devices you use and for which purposes. As a starting point, you might consider three devices, to

distinguish the three key aspects of your text: • teaching text, • examples, and • activities.

26 Annex 12

Hypothetical unit with estimated study times (Source: Creating Learning Materials for Open and Distance Learning: A

Handbook for Authors and Instructional Designers)

27 Annex 13

Choosing an appropriate question format based on Blooms Category of Learning

Category Suitable self-assessment formats Additional methods suitable for teacher-marked assessments

Knowledge multiple choice (one or more correct answers)

• true/false

• matching

• fill in the blank

• short answer

Comprehension •multiple choice (one or more correct answers) • true/false

• matching

• fill in the blank

• short answer

Essays

Application Where recognition of how to apply is sufficient:

• multiple choice (one or more correct answers)

• true/false

Where actual application of a theoretical method is required:

• fill in the blank

• create/do something (e.g., type a letter; create a database; change a car wheel)

Where actual application of a practical method is required:

• create/do something (e.g., type a letter; create a database

Short answer

Analysis When you wish the learner to identify elements/relationships that you regard as being the correct answers:

• multiple choice (one or more correct answers) • essay

• true/false

• matching

• short answer

• fill in the blank

When you wish learners to produce original analyses where you are unable to predict the answers:

• short answer essay

• essay outline report

• report outline project

• project outline

Essay Essay Report Project

Synthesis •essay outline report

•report outline project •project outline

Essay Report project

Evaluation multiple choice (one or more correct answers) • • true/false

• short answer

fill in the blank

• essay outline

Essay Report project

28 Annex 14

Valid assessment methods for certain ‘Bloom verbs’ (Source: Creating learning materials for Open and Distance

Learning: Commonwealth of Learning)

Level Typical active verbs

Valid assessment methods

Knowledge 1. Describe 2. List 3. State

1. Ask for a verbal or written description 2. Ask for a verbal or written list 3. Ask for a verbal or written statement

Comprehension 1. Explain 2. Outline 3. Predict 4. Translate

1. Ask for a verbal or written explanation 2. Ask for a verbal or written outline 3. Ask for a verbal or written prediction 4. Ask for a verbal translation if objective is ‘to speak’; Ask

for a written translation if objective is ‘to write’ Application 1. Construct

2. Solve

3. Use (a method)

1. Require the learner to construct (e.g., create a spreadsheet, build a wall, bake a cake)

2. Require the learner to provide a solution, being clear as to whether he or she is to show the method (e.g., when solving a maths problems) or just to show the result (e.g., a solution to a crossword puzzle)

3. Require the leaner to apply the method. This may be written (e.g. use the net present value method to evaluate an investment) or physical (e.g., use the ABC method to resuscitate a patient; carry out a heart by-pass operation).

Analysis 1. Analyse 2. Compare 3. Contrast

4. Distinguish

5. Explain

1. Ask for a verbal or written analysis of a given scenario 2. Ask for a verbal or written comparison of two or more

scenarios/ situations 3. Ask for a verbal or written contrast of two or more

scenarios/situations 4. Ask for a verbal or written distinction of two or more

scenarios/ situations 5. Ask for a verbal or written explanation of one or more

complex situations. (Simple explanations are at the comprehension level.)

Synthesis 1. Compose 2. Construct/create

3. Create 4. Design 5. Plan

1. Ask the learner to compose a piece of music 2. Ask the learner to construct something original (e.g., a

statue, an electronic circuit). (Note: At this level, ‘construct’ implies ‘design’ as well.)

3. Ask the learner to create an original work (e.g., a poem) 4. Ask the learner to design something (e.g., a stage set) 5. Ask the learner to produce a plan (e.g., a plan for a new

traffic system, a plan for a new garden) Evaluation 1. Choose

2. Decide 3. Justify 4. Prioritise 5. Rate

6. Select

1. Provide data and ask the learner to make a choice 2. Provide data and ask the learner to make a decision 3. Provide data and ask the learner to justify a choice,

decision, etc. 4. Provide data and ask the learner to prioritise it 5. Provide data and ask the learner to rate it against

certain criteria(the criteria may or may not be provided) 6. Provide data and ask the learner to select one or more

options

29

Annex 15

Issues to be explored in development testing

Item Issues

Objectives Are they clear? Are they sufficiently detailed? Are they too detailed? Do learners make use of them?

Pre-requisites Are these correct for the target population? Did we assume some things that learners do not know?

Course structure and components Is the course structure clear to learners? Do learners understand the function of each component? Are learners able to use all the components in an effective way?

Learning To what extent do learners achieve the course outcomes? To what extent do learners achieve the outcomes of each unit?

Activities To what extent do learners complete the activities? How helpful do learners find the activities?

Self-assessment To what extent do learners complete the self-assessment? How helpful do learners find the self-assessment?

Language How clear is the language in the course? What difficulties do learners have in understanding the language?

Level Is the course at the right level? Or too easy? Or too hard?

Pace Is the course at the right pace? Or too fast? Or too slow?

Time How much time does each unit take?

Interest and motivation How interesting is the course to students? To what extent does the course motivate students

to want to study it?