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Interservice Procedures for Instructional Systems Development :
Executive Summary and Model (Continued...)
by Robert K. Branson, Gail T. Rayner and J. Lamarr Cox

BLOCK II.2: DEVELOP TESTS

Introduction

In Block II.1, the job performance measures were analyzed and learning objectives were written which described what had to be learned in order for the task to be performed. Often what has to be learned takes more time and has more intermediate steps than task performance itself.

In this block, Block II.2, tests are written which measured the outcomes of instruction at whatever level of detail the instruction is offered. Test items are written for each kind of learning objective, making sure that all significant features of what has to be learned are represented in the test. These test items may be used on entry tests, pretests, unit posttest, or end of course tests.

Enough test items are written on all of the learning objectives to allow for initial testing of the learning objectives and enough alternative forms of the test to permit retesting those situations where this is necessary. Once the test items have been developed, they are ready for use in the next step, Block II.3, Describe Entry Behavior, in which assumptions about the student population are verified and modified.

Rationale

The key to any successful instructional program is the precision with which what is taught is tested. The quality of the tests developed here will have an important impact on the quality of the instruction. The tests must have good technical characteristics (and good reliability and validity) since they will form the basis of many decisions that will be made about students and about the quality of the instruction.

continued...

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