项目角落更新:项目开发过程中的初始步骤

IF 2.7 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Brian C. Leventhal
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引用次数: 0

摘要

在上一期《教育测量:问题与实践》(EM:IP)中,我概述了为教育测量系列(ITEMS)中的教学主题编写和制作数字模块的十个步骤。在当前的文章中,我详细介绍了前三个步骤:步骤1 -内容大纲;步骤2 -内容开发;和步骤3 -草案审查。在深入讨论了这三个步骤之后,我介绍了最新的ITEMS模块。在开始十步流程之前,ITEMS模块开发始于我(作为编辑)和主要作者之间的初始会议。在这次会议上,我详细讨论了开发过程,从学习者的角度展示了最终产品的外观,并从编辑的角度偷窥了最终产品的幕后情况。在讨论了最终产品之后,剩下的对话集中在10步流程和指导作者的用户友好模板上。在对主题和模块的总体范围达成一致后,对话结束。然后作者独立地通过模块大纲模板来完善模块的范围和顺序(第1步)。在这一步中,鼓励作者在设定模块的学习目标之前首先指定他们的受众。一旦设定了学习目标,作者的任务就是确定学习者的先决知识。在模板的下一节中,作者概述了模块的4-6部分的内容和顺序。每个部分都有自己的学习目标,这些目标与模块的目标相对应。其中一个部分是一个以学习者为中心的互动活动,无论是软件演示还是与其他部分内容相关的案例研究。一旦大纲完成,作者将收到反馈,以确保适当的顺序、模块开发的可行性(例如,覆盖合理数量的内容)以及对受众的适当性。这是ITEMS模块开发的独特性质的一个例子。与大多数其他出版物不同,ITEMS模块的开发由编辑的定期交流和反馈组成。一旦对内容的范围和大纲达成一致,作者就进入第二步:内容开发。在第二步,为作者提供一个幻灯片模板,以帮助他们开发与ITEMS格式和品牌一致的内容。使用此幻灯片,作者可以通过在许多幻灯片布局中进行选择来保持创造性的灵活性,每个幻灯片布局都预先编程为一致的字体、大小和颜色。作者为模块的每个部分创建了单独的幻灯片,在必要时嵌入媒体(例如图片/数字),以帮助学习者理解。在这个阶段,作者不需要录制音频,也不需要添加动画。作者主要关注的是内容,其余的由编辑团队负责。根据主题的不同,典型的部分有10到15张幻灯片,作者计划在每张幻灯片上发言1到2分钟。通常,作者在为一个部分开发内容后要求反馈,以确认文本、图形和数字的适当平衡。在内容开发阶段,作者发现写详细的笔记是很有价值的,无论是通过项目符号还是实际的脚本来帮助之后的音频录制。然后由编辑团队审查每个部分的草稿(步骤3),其中步骤2和步骤3成为迭代,直到作者和编辑都同意工作。在幻灯片完成后,作者可以选择外部审查,或者选择录制音频,并在稍后的过程中寻求外部审查。每次都与编辑讨论寻求审稿的利弊。在未来的EM:IP中,我将详细介绍ITEMS模块开发过程的其余步骤。本次展览的目的是:(1)熟悉读者、学习者和潜在作者的发展过程,这种非典型出版物;(2)推广这些模块作者完成的幕后详细工作;(3)通过展示严格的、有指导的开发过程来吸引潜在作者的兴趣。ITEMS模块对许多受众(例如,研究生和教师,客户,教育测量领域内外的专业人士)具有不可思议的实用性。正是通过作者、编辑团队和审稿人的自愿贡献,才有了如此美妙的产品。最后,我很高兴地宣布,由James Soland博士编写的最新模块《数字模块32:理解和减轻低努力对测试和调查成绩的影响》即将出版。在这个由六部分组成的模块中,
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ITEMS Corner Update: The Initial Steps in the ITEMS Development Process

In the previous issue of Educational Measurement: Issues and Practice (EM:IP) I outlined the ten steps to authoring and producing a digital module for the Instructional Topics in Educational Measurement Series (ITEMS). In the current piece, I detail the first three steps: Step 1—Content Outline; Step 2—Content Development; and Step 3—Draft Review. After in-depth discussion of these three steps, I introduce the newest ITEMS module.

Prior to beginning the ten-step process, ITEMS module development starts with an initial meeting between myself (as editor) and the lead author(s). During this meeting, I discuss the development process in detail, showcasing what a final product looks like from the learners’ perspective in addition to a sneak-peek behind-the-scenes at what the final product looks like from the editorial perspective. After discussing the end product, the remaining conversation focuses on the 10-step process and the user-friendly templates to guide authors. The conversation concludes after coming to an agreement of the topic and general scope for the module.

Authors then independently work through a module outline template to refine the scope and sequencing of the module (Step 1). During this step, authors are encouraged to first specify their audience before setting the learning objectives of the module. Once learning objectives are set, authors are then tasked with determining the prerequisite knowledge for learners. In the next section of the template, authors outline the content and sequencing of the 4–6 sections of the module. Each section has its own learning objectives that map to the objectives of the module. One of the sections is a learner-focused interactive activity, whether it be a demonstration of software or a case study that is relevant to the content of the other sections. Once the outline is completed, the authors receive feedback to ensure adequate sequencing, feasibility of module development (e.g., covering a reasonable amount of content), and appropriateness for the audience. This is an example of the unique nature of ITEMS module development. Unlike most other publications, ITEMS module development consists of regular communication and feedback from the editor. Once the scope and outline of content have been agreed to, the authors move on to Step 2: Content Development.

For Step 2, authors are provided a slide deck template to assist in developing content consistent with the ITEMS format and brand. Using this slide deck, authors maintain creative flexibility by choosing among many slide layouts, each preprogrammed with consistent font, sizing, and color. Authors create individual slide decks for each section of the module, embedding media (e.g., pictures/figures) wherever necessary to assist learner understanding. At this stage, authors are not expected to record audio nor are they expected to put in animations. The primary focus for the authors is on the content, where the editorial team takes care of the rest. Depending on the topic, typical sections have between 10 and 15 slides, with authors planning to speak for 1 to 2 minutes during each slide. Typically, authors request feedback after developing the content for one section to confirm an appropriate balance of text, graphics, and figures. During the content development step, authors have found it valuable to write detailed notes, either via bullet points or an actual script to assist with audio recording later. The draft of each section is then reviewed by the editorial team (Step 3) where Step 2 and Step 3 become iterative until both the author(s) and editor agree on the work. After the slides are finalized, the authors may opt for an external review or choose to record audio and seek an external review later in the process. The pros and cons to seeking a review at each time is discussed with the editor.

In future issues of EM:IP, I will detail the remaining steps of the ITEMS module development process. The purposes of this exposition are to (1) familiarize readers, learners, and potential authors of the development process of this atypical publication; (2) promote the behind-the-scenes detailed work completed by the authors of these modules; and (3) garner interest in potential authors by showcasing the rigorous, yet guided development process. ITEMS modules have incredible utility to many audiences (e.g., graduate students and faculty, clients, professionals inside and outside the educational measurement field). It is through the volunteer contributions by authors, the editorial team, and reviewers that such wonderful products are available.

Finally, I am excited to announce the publication of the newest module, Digital Module 32: Understanding and Mitigating the Impact of Low Effort on Common Uses of Test and Survey Scores by Dr. James Soland. In this six-part module, Dr. Soland argues why we should worry about low examinee effort, describes how it may be defined and operationalized in testing contexts, details how to identify noneffortful responses at the item level on tests, and discusses how these methods differ in self-report contexts. He concludes the module with an activity by providing Stata syntax to identify and address rapid guessing behavior.

As always, I encourage anyone interested in authoring a module or wanting to become a part of the ITEMS team to reach out to me at [email protected].

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