Post on 16-Mar-2021
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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
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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?