Page 131 - Making Instruction Work

chap 11 3/11/97 4:59 PM Page 117

criterion tests 117

3. Read the objective again and note the conditions under
which the performing should occur (i.e., tools and
equipment provided, people present, key environmental
conditions).

4. Write those conditions into your test instructions.

5. For conditions you cannot provide, describe approxima-
tions that are as close to the objective as you can manage.

6. If you feel you must have more than one item to test an
objective, it should be because (a) the range of possible
conditions is so great that one performance won’t tell
you that the student can perform under the entire range
of conditions, or (b) the performance could be achieved
accidentally. But be sure that each item calls for the per-
formance stated in the objective.
Example: For example, suppose I am teaching selling and
my objective is that students will be able to follow the steps for
closing a sale. And suppose I want that performance to occur
in the presence of seven different kinds of customers (e.g.,
calm, angry, hostile, stupid, and so on). I would write an item
to test performance involved in closing a sale that would be
something like this:
a. Go to video room A, where you will find a product and
a “customer.”

b. Read the information sheet he or she hands you.
c. When you are ready, turn on the video recorder.

d. Using the product provided, try to close a sale.
Then I would talk to myself like this: “How many times
would I want to see that performance before I would agree that
students had accomplished the objective? Well, if they could