Week+Three

=__**Assessments:**__ = ___
 * This week we will work on assessments. We should suggest 1–3 assessment instruments that should be included in our curriculum design proposal.**

__ **Alexander:** __
Assessments:

Identify format:

Describe the general content it would include, and incorporate at least one sample item.

Why do you believe each of your suggestions would be effective.

How do your ideas compare with those of your colleagues? Do some ideas overlap? Do the ideas of your colleagues cause you to have a different perspective?

___

__ **Molly:** __
Assessments: 1. Multiple Choice assessment showing pictures of artwork. Learners choose whether they are from the 19th or 20th century and who the artist is. 2. Learners simulate a telephone call to a patron to ask for a donation. They demonstrate their customer service skills and scripting during the telephone simulation.

Identify format: 1. Recognition Items. 2. Simulation.

Describe the general content it would include, and incorporate at least one sample item. 1.The assessment would include pictures that are within the gallery - including the title. Then, the learner would choose between 19th or 20th century & a list of possible artists.

2. The content would include a simulated patron who is in a hurry to get off the phone. The patron may something like this, "I'm about to run out the door. Can you just hurry up and tell me what it is you are calling about?" The learner would have to use the customer service skills and appropriate scripting that was taught on how to handle disgruntled patrons. Why do you believe each of your suggestions would be effective. 1.The volunteers will need to recognize the art when they see it and be able to determine who the artist is and what century it is from. This could also take the form of a Recall Items format and be a fill in the blank assessment as opposed to multiple choice. 2. The learner would have to demonstrate their understanding of good customer service and appropriate scripting.

How do your ideas compare with those of your colleagues? Do some ideas overlap? Do the ideas of your colleagues cause you to have a different perspective? As of right now, I am only able to compare my ideas to Cheri's. I am unable to log in again today (12/22), but other colleagues may post additional ideas after my comparison. My ideas are in line with Cheri's. I like the assessments that she is proposing. We both have an assessment to determine telephone customer service. My assessment was specific to calling patrons to ask for donations, wheras her assessment is for general telephone customer service. I like my assessment as it directly relates to one of our final objectives. However, I like her assessment better in that volunteers need to practice customer service techniques at all times - not just when calling asking for donations. Perhaps we should change the learning objective slightly. However, we could have the "mystery callers" say that they are responding to the e-mail that they received asking for a donation. This would still assess learner compentency as it relates to telephone customer service skills when talking to patrons about donations. ___

__ **Maria:** __
There are several assessments that I would suggest, they really would be to target 3 of the 4 learning objectives that the learning experience has (since the last 2 objectives have very similar content and purposes) 1.- Leading tours of exhibits: This would be done first by the learner implementing the knowledge that they have acquired, by creating their own "tour of the exhibit" covering specific highlights or works of art as determined by the instructor - at that point, they would have to outline the tour, explain the art work that they chose and of course give an explanation of why they chose that outline and why is it important to cover the things that they decided. After that, the instructor would review the content and go to an actual tour as outlined by the student to provide feedback and re-direct as needed.
 * Assessments:**

2.- Staffing the museum “information station” to answer visitors’ questions: This would be done on a "pencil and paper assessment forms" I think a good way to verify knowledge of all the possible things that visitors could ask would be a test with multiple choice answers to not only see what the learner knows but also to understand that there may be several options to answer one question.

3.- Maintaining an Excel database of patron information and calling and e-mailing patrons to raise funds: This would be test through simulations - how to use the actual excel database, how to add / update / delete patron information in a sandbox environment to provide practical application and then making calls, dealing with difficult patrons and how to make the best out of the few minutes that they would have with the patron on the phone.


 * Identify format:**
 * First assessment would be Observation - on the job performace
 * Second assessment would be pencil and paper assessment
 * Third assessment would be simulations

For the first assessment the instructor would give learners an outline of all the "must" see works of art - whether they belong to a special collection or they are donated by one of the famous patrons. The assessment would encourage creativity from the learner but the information has to flow in a way that it would make sense to the visitor and must be complete.
 * Describe the general content it would include, and incorporate at least one sample item.**

The second assessment would have multiple choice questions with museum information, such as hours, exhibits, suggested routes to take, must see art, etc.

Last assessment would first show the learner the excel spreadsheet and ask several questions to ensure understanding about the actual worksheet, then it would ask the learner to add or update information from patrons to make sure that the learner knows how to manipulate the information and keep accurate records. Using the information on the spreadsheet, learner will have to place calls and utilize their time in the best possible way to convince patrons to donate, depending on the choices that the learner would make, the patron would / would not donate.

Because most of all, these suggestions would provide practical application to knowledge.
 * Why do you believe each of your suggestions would be effective.**

<span style="font-family: Georgia,serif;">I think our ideas are very similar, even if we have different ideas, the assessment type would be the same... ___
 * How do your ideas compare with those of your colleagues? Do some ideas overlap? Do the ideas of your colleagues cause you to have a different perspective?**

__ **Michael:** __
I think that a paper and penciel type of assessment would work well for this audience and the established learning goals. I would design these to be summative in nature.
 * Assessments:**

In this catagory there are several to choose from: Multiple Choice, True-False, Matching, Fill in the blank and Short answer. For the sake of this exercise I would use a combination of multiple choice and true/false questions.
 * Identify format:**

The content would be based on the stated learning objectives. As there are multiple learning objectives I would include 4 or 5 questions that focus on each respective learning objective.
 * Describe the general content it would include, and incorporate at least one sample item.**

Because it will require the student to recall and apply the knowledge that was learned in a manner that is consitent, reliability and practical.
 * Why do you believe each of your suggestions would be effective.**

They are similar but in some cases my suggestions were not as well defined or detailed. I am aligned to what my classmates have created and like idea that Mary and Cheri suggested regarding the mystery caller/shopper.
 * How do your ideas compare with those of your colleagues? Do some ideas overlap? Do the ideas of your colleagues cause you to have a different perspective?**

__ **Cheri:** __
After each learning objective there should be a short test/quiz, and a final cumulative evaluation at the end. There will not be a "grade", on the simulations but rather feedback since these are volunteers?
 * Assessments:**

summative and formative-the assessments would test both declarative knowledge and procedural knowledge we also want to get feedback from the volunteers. We want to make sure they are not overwhelmed and feel positive about the experience.
 * Identify format:**


 * Describe the general content it would include, and incorporate at least one sample item.**
 * 1) Given an Excel spreadsheet, learners can demonstrate that they can collect, add, maintain and organize patron information with 90% accuracy. **--for this objective, we would give the learner 20 pieces of fake data and have them enter it into a spreadsheet in the proper format.**
 * 2) Given a computer, learners will send an e-mail to a patron that is formatted and written according to the museum standards. **-learners will be required to create an email from scratch and turn it in. we would need to identify or list the objective items we are looking for in that email (grading rubric)**
 * 3) Given a simulated telephone scenario, learners will demonstrate 90% accuracy with their customer service skills and scripting while asking for donations from patrons. **--we would have museum staff make "mystery" calls and grade on a rubric**

I believe my suggestions are effective because the assessment instrument aligns with the skills we want our learners to gain. I think we have to be careful to include several "checkpoints" to gather feedback from our learners. This is volunteer work, and we don't want it to come off as difficult or unpleasant. Perhaps we can even incorporate slides throughout our presentation that say "Checkpoint"-and use these as formative evaluation opportunities
 * Why do you believe each of your suggestions would be effective.**

___
 * How do your ideas compare with those of your colleagues? Do some ideas overlap? Do the ideas of your colleagues cause you to have a different perspective?**

<span style="font-family: 'Times New Roman',Times,serif;">** Assessments: **

 * ==<span style="font-family: 'Times New Roman',Times,serif;">Multiple Choice assessment showing pictures of artwork. Learners choose whether they are from the 19th or 20th century and who the artist is. Include in this assessment, general museum information to guide patrons. ==
 * ==<span style="font-family: 'Times New Roman',Times,serif;">Creating a tour of the exhibits with specific areas to cover and opportunity to apply all the knowledge that was acquired. ==
 * ==<span style="font-family: 'Times New Roman',Times,serif;">Simulation to use the patron spreadsheet and placing calls to patrons. ==

<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">**Identify format:**

 * ==<span style="font-family: 'Times New Roman',Times,serif;">Recognition items, summative and formative assessments ==
 * ==<span style="font-family: 'Times New Roman',Times,serif;">On the job performance ==
 * ==<span style="font-family: 'Times New Roman',Times,serif;">Simulations ==

<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">Describe the general content it would include, and incorporate at least one sample item.
==<span style="font-family: 'Times New Roman',Times,serif;">1.The assessment would include pictures that are within the gallery - including the title. Then, the learner would choose between 19th or 20th century & a list of possible artists. == ==<span style="font-family: 'Times New Roman',Times,serif;"> ==

==<span style="font-family: 'Times New Roman',Times,serif;">2. For the first assessment the instructor would give learners an outline of all the "must" see works of art - whether they belong to a special collection or they are donated by one of the famous patrons. The assessment would encourage creativity from the learner but the information has to flow in a way that it would make sense to the visitor and must be complete. ==

==<span style="font-family: 'Times New Roman',Times,serif;">3. Given an Excel spreadsheet, learners can demonstrate that they can collect, add, maintain and organize patron information with 90% accuracy. **--for this objective, we would give the learner 20 pieces of fake data and have them enter it into a spreadsheet in the proper format.** == ==<span style="font-family: 'Times New Roman',Times,serif;">Given a computer, learners will send an e-mail to a patron that is formatted and written according to the museum standards. **-learners will be required to create an email from scratch and turn it in. we would need to identify or list the objective items we are looking for in that email (grading rubric)** == ==<span style="font-family: 'Times New Roman',Times,serif;">Given a simulated telephone scenario, learners will demonstrate 90% accuracy with their customer service skills and scripting while asking for donations from patrons. **--we would have museum staff make "mystery" calls and grade on a rubric** ==