Part I Identification of Learning Problem

General Audience
The primary audience consists of certified teachers of all ages and all experience levels at Bryan
County High School. The primary audience teaches all the core academic courses for grades
9-12. All teachers in the faculty who teach in the social studies, math, science, foreign language,
CTAE, and English departments at Bryan County High School will receive the training. The
majority of these teachers hold advanced degrees and have had experience with a online testing
and scoring program the district used in the past named School Net, but none have any
experience with the new platform Performance Matters.
Problem Identification
Bryan County High School is a part of the Bryan County School District which in the past year
has begun a new initiative known as Data Teams where teachers of the same courses and subject
areas will be comparing data from formative assessments to make decisions on differentiation
and instructional strategies which will increase scores on the Georgia Milestones EOC tests. This
county wide initiative led the Bryan County Board of Education to purchase a new online
platform that allows the teachers to supplement their teaching with digital resources and tools
that give the teachers the ability to create and modify assessments as well as compare results
with relevant data.This data will be more easily compared among students within the same class
as well as students in separate classes and levels of the same subject. The teachers will then be
able to meet as a team to make adjustments to lessons and learning strategies for students. In
order for teachers to meet as a team to do so, they need a bank a of common formative
assessments and a means of giving those assessments and collecting data that is easily accessible
to all teachers in the professional learning community.

This face to face training will instruct teachers how to use the Performance Matters platform to
build a multiple choice item bank that can be used to make and administer common formative
assessments to students. For teachers to build the common formative assessments, they must first
be able to input assessment items into the platform. They must also be able to construct multiple
choice questions that are a level 2 (Skill/Concept), 3(Strategic Thinking), or 4(Extended
Thinking) on Webbs Depths of Knowledge scale.

Instructional Goals
Users will understand the importance of Level 2, 3, and 4 on the Webbs Depth of Knowledge
scale for creating assessment items that require students to use higher level thinking skills.
Users will be able to create new multiple choice items by inputting question stems and answers
into the platform Performance Matters.
Users will be able to upload a Resource (passage/graph/ chart) to be used for the multiple choice
questions.
Users will be able to add a Resource to a multiple choice question.
Users will be able to format a common formative assessment from the assessment item bank.

Part II Learner Analysis

Introduction
This targeted group of learners are a mixture of first year teachers and experienced teachers, all
holding bachelors degrees and 60 percent holding advanced degrees including master's and
specialist degrees. Their experience tenure ranges from less than 1- 25 years with the average
being 10 years. Seventeen teach various core subjects including English Language Arts, Math,
Foreign Language, Social Studies, and Science in grades 9-12 at Bryan County High School.
Eight special education teachers also participated in the training as well as seven CTAE (Career,
Technology, Agricultural, and Engineering) instructors.
Entry Skills and Prior Knowledge
Most have experience in developing assessment items utilizing Webbs Depth of
Knowledge
Most have experience using a similar platform, School Net
Most have experience using the Georgia Statewide Longitudinal Data System.
Two teachers from each department have participated in a county wide workshop in
building common formative assessments

Attitudes Toward Content and Academic Motivation

The learners work in a county that has led the charge in a district wide initiative to use
assessment data to drive instruction. They have participated in workshops to learn to use Webbs
Depth of Knowledge in creating and choosing assessment items. Some have used an online
platform to administer classroom tests in the past as it was voluntary and not required. The
choice of this new platform has come from the top down, so many teachers may not be
susceptible to having to learn a new platform to do what they feel that they have already been
doing. A common formative assessment bank will be a new resource for them. The teachers will
need to understand that by comparing data and instructional strategies at the county level among
all the high schools will help to increase Ga Milestone test scores and growth models across the
county. This increase in test scores would be a motivational factor and would reflect positively
on their teacher evaluations.
Educational Ability Levels
60 percent of these teachers hold advanced degrees. Bryan County High School has 3 computer
labs and several chromebook carts and many faculty have ipads and apple TVs, so all are well
versed in using technology. The faculty participates in technology professional development at
least 4 times per year and more opportunities are offered for those who seek it.
General Learning Preferences
Most prefer a face to face demonstration for training. They would prefer to have a session for
face to face demonstration and the have supplemental materials and guidelines to which they can
refer as they continue to use the new technology. They would also prefer a follow up session for
questions and issues.
Attitude Toward Education in General
All of the learners have positive attitudes toward education in general as they are all educators by
profession. They seek solutions to problems they see, but want them to save time rather than take
more time. They want to stay current in the use of technologies to engage their students.

Group Characteristics
The teachers at Bryan County High School represent all experience levels in education , all
holding bachelors degrees and 60 percent holding advanced degrees including master's and
specialist degrees. Their experience tenure ranges from 1- 25 years with the average being 10
years. The age range for this group is 23-50. The group is not a culturally diverse group. None
are English Language Learners. All teach grades 9-12 at Bryan County High School.
Part III Task Analysis
Task Analysis
My task analysis is a procedural analysis because the learners will be learning a step by step
process to create multiple choice questions, assessments, and reports in the Performance Matters
platform. All of the learning is procedural. The learners will need to be able to follow step by
step instructions so that they will eventually internalize the steps and the process will become
automatic for them. I included step by step details that outline the processes. While there may
not be an increase in difficulty level from the beginning steps to the latter steps, they are,
however sequential to the process and one must be completed before the next.
Significant attitudes in this procedure of learning how to create assessments and reports will be
the adjustment to the learning curve. While it may take practice and several attempts for this
procedure to become more automatic, in the end the quality of the comparable data will be
valuable to the teachers to make instructional decisions.

1. Learner will explain the importance of Level 2, 3, and 4 on the Webbs Depth of
Knowledge scale for creating assessment items that require students to use higher level
thinking skills.
1.1 Learner will review the Webbs Depth of Knowledge Chart, selecting the verbs that
reflect higher order thinking skills.
1.2 Learner will review several of his her own assessment items to determine which level
of Depth of Knowledge each is.
1.3 Learner will write a short reflection on his/her current status in writing assessment
items with DOK Levels 2 and above ( HIgher Order Thinking Skills)

2. Learner will create a new multiple choice item by inputting a question stem and
answer into the platform Performance Matters.
2.1
2.2
2.3
2.4

Select Items > New Item from the main navigation menu.
Select Multi Choice Response as the type of item from the top of the editing pane.
Enter the interaction prompt or stem in the text box provided.
Click in the text entry box under Answer Choices to enter an answer choice. All
answers will be labeled as wrong. Click on the label to change an answer to correct.
2.5 Click on the Submit button in upper right hand corner.
2.6 The item will appear with a six digit item number. Write that number down or save
it to a spreadsheet for use in locating it to add to an assessment.

3. Learner will upload a Resource (passage/graph/chart) to be used for the multiple choice
questions.
3.1 Select Resources > New Resource from the main navigation menu.
3.2 On the Create Resource screen, select From File System from the drop-down
menu.
3.3. Click the Choose File button
3.4 Browse for the file to upload, select it, then click Open.
3.5 The file name will appear in the file upload field.
3.6 Select submit in the upper right hand corner
3.7 Resource item number will appear in the upper left hand corner. Write this
number down or keep track of it on a spreadsheet.
4. Learner will add a Resource to a multiple choice question.
4.1 Enter item number you wish to add resource to into the search bar at the top of the screen.
4.2 When assessment item appears, click edit in top right hand corner of pane.
4.3 Click on the page icon which is 3rd from the top left at the top of the pane.
4.4 In the Image Properties pop-up, select the Browse Server button.
4.5 Type the resource item number in the search bar at the top of the select image box.
4.5 Click OK.

5. Learner will format a common formative assessment from the assessment item
bank.
5.1 Selecting Tests > Administration >New Test from the main navigation menu.
5.2 Enter the test title and description.
5.3 Click the Save button to create the test.
5.4 Click the Add Items button to access the Add Items window.
5.5 Type the assessment item numbers in the search box at the top of the page to
add questions to the test.
5.6 Click Save Test.

Part IV Objectives
Terminal Objective 1: To explain the value in higher order thinking skills as defined in Webbs
Depths of Knowledge for multiple choice test items.
Enabling Objectives:
1 A. Select verbs from the Depths of Knowledge Chart that reflect higher order thinking skills.
1 B. Review past multiple choice assessment items and categorize them according to the DOK
level.
1C. Write a narrative that reflects self assessment where improvements could be made.
Terminal Objective 2: To create a multiple choice assessment item in Performance Matters.
Enabling Objectives:
2A. Perform the procedures to create a multiple choice assessment item in Performance Matters.
2B. Match the assessment item to the proper DOK level (must be higher order thinking).
Terminal Objective 3: To add a resource to a the resource bank
Enabling Objectives:
3A. Perform the procedures to upload a resource to the resource bank.
Terminal Objective 4: To add a resource to a multiple choice question
Enabling Objectives:
4A. Perform the procedure add a resource to a multiple choice question.
Terminal Objective 5: To format a common formative assessment from the assessment item
bank.
Enabling Objectives:
5A. Perform the procedure to create an assessment
5B. Identify and retrieve the assessment items from the item bank.
5C. Add them to the test and save test.

Classification of Instructional Objectives

Performance
Content

Recall

Application

Fact
Concept

1A, 1B

1A, 1B,2B,5B

Principles
Procedure

2A, 3A,4A,5A,5C

Interpersonal

1C

Attitude

1C

Relationship Between Instructional Objectives and Standards

Instructional Objectives

ISTE Standards for Teachers

1A,1B,1C

2. Design and develop digital age learning

experiences and assessments
5. Engage in professional growth and
leadership.

2A

3. Model digital age work and learning

3A

2. Design and develop digital age learning

experiences and assessments

2. Design and develop digital age learning

experiences and assessments

5A
5B
5C

2. Design and develop digital age learning

experiences and assessments
2. Design and develop digital age learning
experiences and assessments
3. Model digital age work and learning

Part 5 Instructional Strategies and Assessments

Instructional
Strategies

Goals

Objectives

UDL

Assessments

Lesson 1:
The learner will
review past
multiple choice
assessment
items to match
them with the
DOK level on
Webbs

Understands
the importance
of Level 2, 3,
and 4 on the
Webbs Depth
of Knowledge
scale for
creating
assessment
items that
require students
to use higher
level thinking
skills.

Objective 1: To
explain the
value in higher
order thinking
skills as defined
in Webbs
Depths of
Knowledge for
multiple choice
test items.
1 A. Select
verbs from the
Depths of
Knowledge
Chart that reflect
higher order
thinking skills.
1 B. Review
past multiple
choice
assessment
items and
categorize them
according to the
DOK level.
1C. Write a
narrative that
reflects self
assessment
where
improvements
could be made.

Learners are
given the
opportunity to
follow along as
the instructor
models the
process of
reviewing the
assessment
items and
matching them
with DOK
levels.

Learners will
complete a
reflective
narrative
exploring his or
her use of higher
order thinking
skills for
assessment
items.

Lesson 2: The
Learner will
follow along as
the instructor
demonstrates the
steps in creating
an assessment
item in
Performance
Matters.

Provides the
procedural steps
for the learner to
execute
procedural tasks
from memory

Objective 2
Learners will
create a multiple
choice
assessment item
in Performance
Matters.
2A. Perform the
procedures to
create a multiple
choice
assessment item
in Performance
Matters.
2B. Match the
assessment item
to the proper
DOK level
(must be higher
order thinking).

Learners are
given the
opportunity to
use a step by
step printed
guide or screen
cast to follow.

Learners will
demonstrate the
steps of creating
an assessment
item to a peer or
the instructor.
UDL- Learners
will be given a
printed step by
step guide to
follow.

Lesson 3:
Learners will
follow along as
the instructor
demonstrates in
adding a
resource to the
resource bank in
Performance
Matters. .

Provides the
procedural steps
for the learner to
execute
procedural tasks
from memory

Objective 3
Learners will
add a resource to
a the resource
bank
3A. Perform the
procedures to
upload a
resource to the
resource bank.

Learners are
given the
opportunity to
view a
screencast or
follow along
with written step
by step
instructions.

Students will
demonstrate
procedure to a
peer or to the
instructor. UDLLearners will be
given a printed
step by step
guide to follow.

Lesson 4:
Learners will
follow along
and perform the
steps as the
instructor
demonstrates the
steps in creating
an assessment
item in
Performance
Matters.

Provides the
procedural steps
for the learner to
execute
procedural tasks
from memory

Lesson 5:
Learners will
perform the task
while following
along with the
instructor.

Provides the
procedural steps
for the learner to
execute
procedural tasks
from memory

Objective 4
Learners will
add a resource to
a multiple
choice question
4A. Perform the
procedure add a
resource to a
multiple choice
question.

Objective 5:
Learners will
ormat a common
formative
assessment from
the assessment
item bank.
5A. Perform the
procedure to
create an
assessment
5B. Identify and
retrieve the
assessment
items from the
item bank.
5C. Add them to
the test and save
test.

Learners are
given the
opportunity to
view a
screencast and
follow along
with printed step
by step
directions.

Learners will
demonstrate
steps in
procedure to
peer or
instructor. UDLLearners will be
given a printed
step by step
guide to follow.

Learners are
given the
opportunity to
view a
screencast or
follow along
with printed step
by step
directions. .

Learners will
submit a
screenshot of the
test they create.

Assessments
Lesson 1 Reflection
Give one or two of multiple choice assessment items and label them according to Webbs Depth
of Knowledge. Write a brief reflection including the following: Are you currently using
assessment items that elicit higher order thinking skills in your students? If not, how can you
revise your assessment items to reflect higher order thinking skills (levels 3 or 4)? What is the
value in having students assessed at a higher level than level 1( recall) or even level 2(
concept/strategy)?
Lesson 2
Observational Checklist for steps in procedure.
Lesson 3
Observational Checklist for steps in procedure.

Lesson 4
Observational Checklist for steps in procedure.

Lesson 5

Submit a screenshot of common formative assessment that was created.

Part 6 Instructional Sequence

Sequence

Description

Objective

Explain reasons higher order thinking skills should be

assessed in formative assessment with multiple choice items

Create a multiple choice assessment item in Performance

Matters.

Upload a resource to Performance Matters.

Add a resource to a multiple choice assessment item in

Performance Matters.

Create a common formative assessment from the item bank

in Performance Matters.

This sequence builds on a Learning Related order. As stated in Designing Effective Instruction,
Morrison, Ross, Kalman, and Kemp define this type of sequencing based on five student
concepts which determine that a learner must acquire certain skills and prerequisites before
moving on to a more difficult task. These five sequencing phenomena are: identifiable
prerequisite, familiarity, difficulty, interest, development. After establishing a context for the
purpose and validity of creating multiple choice assessments that encompass higher order
thinking skills, the learner will proceed with the easiest and necessary task of entering a multiple
choice question into Performance Matters. Here, the learner must understand that in order to
build a usable common assessment, he/she must create a database of assessment items. This may
not be the easiest task first, but it is the necessary task first within this platform. The student will
then proceed through each step of adding resources to the database and then to the individual
assessment items as needed. This allows for hands on practice as the learner proceeds through
the lessons (familiarity). Finally, the learner goes through the process of building an assessment
from the database. This sequence allows the learner to go through the steps in the order he or she
will when utilizing this training to create common formative assessments for his or her students,
thus creating automaticity in the process.

Lesson 1: Introduction to building common formative assessments with multiple choice

items that involve Webbs Depths of Knowledge levels 2,3,and 4
Objective 1: Explain the value in higher order thinking skills as defined in Webbs Depths of
Knowledge for multiple choice test items.
1 A. Select verbs from the Depths of Knowledge Chart that reflect higher order thinking
skills.
1 B. Review past multiple choice assessment items and categorize them according to the
DOK level.
1C. Write a narrative that reflects self assessment where improvements could be made.

Initial Presentation: Learners will participate in a discussion on forming multiple choice

assessment items and categorize various sample assessment items according to Webbs Depth of
Knowledge.
Differentiation: Learners will be provided with notes of presentation to read along.
Motivational Strategy: Learners will speculate on how students test scores on the Ga Milestones
EOC would increase, it they had more formative practice with assessment items that engaged
them with higher order thinking skills and assessment with feedback. Learners will also
speculate how they could compare results and data across classrooms if these assessments were
common to a course or grade level.
Generative Strategy: Learners will complete a reflective writing on how they feel about the
effectiveness of their current practice in writing formative assessment items and how they make
instructional decisions based on those outcomes or data.

Lesson 2: Creating multiple choice assessment items in Performance Matters.

Objectives 2: Create a multiple choice assessment item in Performance Matters.
2A. Perform the procedures to create a multiple choice assessment item in Performance Matters.
2B. Match the assessment item to the proper DOK level (must be higher order thinking).
Presentation Strategy: Learners will watch the instructor demonstrate the process on a projector
while they follow each step on their own computer logged into the Performance Matters
platform.
General Sequencing Strategy: Learners can perform the task as they follow the instructor and can
stop and ask questions.
Differentiation: Learners will be provided with written step by step directions.

Lesson 3: Adding a resource to the resource bank

Objective 3: Add a resource to a the resource bank
3A. Perform the procedures to upload a resource to the resource bank.
Presentation Strategy: Learners will watch the instructor demonstrate the process on a projector
while they follow each step on their own computer logged into the Performance Matters
platform.
General Sequencing Strategy: Learners can perform the task as they follow the instructor and can
stop and ask questions.
Differentiation: Learners will be provided with written step by step directions.

Lesson 4: Adding a resource to a multiple choice question

Objective 4: Add a resource to a multiple choice question
4A. Perform the procedure add a resource to a multiple choice question.

Presentation Strategy: Learners will watch the instructor demonstrate the process on a projector
while they follow each step on their own computer logged into the Performance Matters
platform.
General Sequencing Strategy: Learners can perform the task as they follow the instructor and can
stop and ask questions.
Differentiation: Learners will be provided with written step by step directions.

Lesson 5: Creating a common formative assessment with items from the assessment bank
Objective 5: Format/Create a common formative assessment from the assessment item bank.
5A. Perform the procedure to create an assessment
5B. Identify and retrieve the assessment items from the item bank.
5C. Add them to the test and save test.
Presentation Strategy: Learners will watch the instructor demonstrate the process on a projector
while they follow each step on their own computer logged into the Performance Matters
platform.
General Sequencing Strategy: Learners can perform the task as they follow the instructor and can
stop and ask questions.
Differentiation: Learners will be provided with written step by step directions.

References
Morrison, G.R., Ross, S.M., & Kemp, J.E. (2001). Designing effective instruction (3rd ed.). New
York: John Wiley.

Part 7 Formative Assessment of Training

Learners will assess the design of the training by taking the following survey in an anonymous
online survey using survey monkey. The SME will be our Technology Specialist at RHHS who
is responsible for designing online modules and training for teachers. He will review the course
and the responses from the learners in the following survey to help determine weaknesses and
areas where adjustments should be made.
Questions and Scale for Survey
Question
1.The course
objectives were
clear.
2. The content
was arranged in
a logical way.
3. The learning
objectives were
met.
4. Rate your
level of
confidence in
your new skills.
5.I feel that I can
apply what I
learned to my
assessment
strategies.
6. Rate the
quality and
clarity of the
instruction

1 Poor

2 Good

3 Very Good

4 Excellent

The questions will elicit a response in the form of a rating scale to indicate the learners
confidence in the new skills learned and the likelihood that they will use these skills in their own
practice. For questions 1,2,3, and 6 rated a 1 or 2 by 40% or more of the participants will be
reviewed and modified for clarity. The answers to the open response will also be considered in
this process. For questions 4 and 5 that receive a rating of 1 or 2 by 40% or more of the
participants, adjustment in the video and questionnaire components of the first lesson will be
modified. The first lesson provides the justification for the training and its usefulness for
teachers. Also, for questions 4 and 5 with a rating of 1 or 2 by 40% or more of the participants, a
modification of the assessments of the skills learned in lessons 2-5 will be considered.