Description:  The course GREV 550, Instrument Design, introduced us to the principles and procedures of questionnaire design. As fulfillment of the course objectives, I designed a quantitative survey for collecting data in an  online environment utilizing the survey development tool Survey Monkey.  The artifact above is a link to this assessment instrument.  In addition to collecting data with survey instruments, it is my practice to request feedback from my students at different intervals throughout the semester.  This data includes self report of my students understanding of the content, feedback regarding design of the course and progress with learning objectives.  This may take the form of exit slips or summative reflection papers. Three reflective statements are included above as an example of a second form of assessment used to inform my instruction. These resources are useful for informing decisions to improve instructional practices, learner outcomes, and the learning environment. 

Reflection:  The creation of learning goals requires awareness of learners and their prior knowledge. Specifically, it is necessary for me to know my students' prior knowledge in the areas of technological knowledge, pedagogical knowledge and content knowledge. My instruction must begin with what they know and build upon existing cognitive constructs in order to build new knowledge. Development of a questionnaire on Survey Monkey in regard to my students’ prior knowledge allows the occasion for gathering relevant information for baseline establishment as well as presents an opportunity for pre-service teachers to expand their technological pedagogical knowledge. This survey was given to students at the beginning and the end of the course, Teaching Integrated Social Studies for Middle Childhood and Young Adolescents, in order to determine learner characteristics in regard to prior experiences with technology and self efficacy both before and after instruction. Additional assessment strategies for this course to determine learner outcomes include performance based assessments such as lesson plan transformations, individual and small group project based learning though the creation of a digital story and the creation of a WebQuest, class discussion and blog creation.  Finally, a reflection paper is assigned at the culmination of the semester that informs the instructor of how classroom experiences affected both the learners' thinking and practice. The boxes above are a few excerpts of reflection papers for this group of learners.