Testing Learning Outcomes

In creating learning outcomes and test items I wanted not only to measure specific outcomes, but provide a variety of methods for measure. Not all students do well on written tests, others do not excel at project work, and some cannot orally present their ideas. I feel by varying the methods of measure I can get a better picture of what each student is capable of accomplishing and where problem areas may develop.  

 I created the chart below as an aid in aligning the learning outcomes to the test items.

1.	Objective:	Upon completion of the color unit, the student will demonstrate the use of color as an element in Art.
	Test item:	Student will create a project using color as the main element of design in the piece.
2.	Objective:	Upon completion of the line unit, the student will verbally differentiate characteristics between varied line quality in works of art.
	Test item:	Write a five paragraph essay, one page minimum length,  discussing the characteristics and varied line quality found in the work of art provided.
3.	Objective:	By the end of the school year, the student will discuss and apply the six elements and the six principles of design in artwork.
	Test item:	The student will orally present a project utilizing the six elements and the six principles of design in their work.

The first learning outcome is measured by a student creation of a project to demonstrate a performance assessment.  This particular objective is well suited to the use of a rating scale (Kubiszyn, 2009) as the level of achievement can vary and will require judgment on the part of the rater.  Additionally, the process by which the student conceives of and executes the final product can be observed and noted in the measurement. Work ethic, planning, and group interaction can be observed. The rating scale can assign a value regarding the level of achievement in each of these areas of performance (Kubiszyn, 2009).

I chose the second learning outcome as an essay item because it seemed a good fit for measuring problem solving and cognitive skills. The student will be required to demonstrate an understanding of line differentiation and characterization between those differentiations. This will require critical thinking skills and organizational abilities (Kubiszyn, 2009). Without a thorough understanding of the terms and concepts, the student will not produce a well-structured and accurate essay.  The test item itself required the same thought process for me. To obtain an accurate measurement of student capability it was necessary for the essay item to be well written and well defined for the student. This was not an easy task. It was a bit like thinking backward. The outcome I wanted to measure had to be formulated into a clear and concise question to provide any information.  Interpreting art is not a matter of information recall. The information can be presented to the student in any format, but knowledge of how to apply the information requires a great deal of intuitive thinking.  Structuring a question to elicit intuitive thinking and application of cognitive skill requires a care as unclear questions can interfere with a student’s ability to provide a response demonstrating appropriate skills and understanding (Kubiszyn, 2009).

The third outcome listed in the chart is measured by using holistic scoring. This type of scoring will help evaluate the student on overall performance regarding planning, execution, understanding of the assignment, and inclusion of all elements in the presentation (Kubiszyn, 2009).

Each of these outcomes is tested by different types of rating systems that will focus on specific skills. The variety will provide a more in-depth assessment of student processes, achievements, and comprehension.