Curriculum and Instructional Materials Center,

Oklahoma Department of Career

and Technology Education

The CIMC Guide to

DEVELOPING MODULES
FOR SELF-PACED LEARNING
A Handbook for Teachers
Not even ten years after…the CIMC opened its doors, Oklahoma already
had established its primacy as a national resource for curriculum and
instructional materials. That meant a lot—and a lot more than just prestige.
It made Oklahoma a major player in a billion-dollar-a-year business and a
major influence where occupational training was presented anywhere by
anybody.

—Danney Goble, author and historian,

from Learning to Earn: A History of Career
and Technology Education in Oklahoma (2004)
The CIMC Guide to

DEVELOPING MODULES
FOR SELF-PACED LEARNING
A Handbook for Teachers

Compiled by:
Craig A. Maile and Margi Stone Cooper, Ph.D.

Curriculum and Instructional Materials Center

A Division of the Oklahoma Department of Career and Technology Education
okcimc.com

i
 Copyright 2018

Oklahoma Department of Career and Technology Education

Curriculum and Instructional Materials Center

All rights reserved.

Printed in the United States of America by the

Oklahoma Department of Career and Technology Education
Stillwater, Oklahoma 74074-4364

This publication, or parts thereof, may not be reproduced in any form by photographic, electrostatic, mechanical, or any other
methods for any use including information storage and retrieval, without written permission from the publisher.

Web site addresses were accurate and all content on referenced web sites was appropriate during development and
production of this product. However, web sites sometimes change; the CIMC takes no responsibility for a site’s content. The
inclusion of a web site does not constitute an endorsement of that site’s other pages, products, or owners. You are encouraged
to verify all web sites prior to use.

The Oklahoma Department of Career and Technology Education does not discriminate on the basis of race, creed, color,
national origin, sex, age, veteran status, or qualified handicap.

ii
Table of Contents
Credits .............................................................................................................................................vi
Acknowledgements.........................................................................................................................vi
Purpose of This Publication ............................................................................................................ 1
Before Getting Started .................................................................................................................... 1

Module 1: Describing Modules for Self-Paced Learning .......................................................... 3

1. Key Elements of Competency-Based Education (CBE) ....................................................... 3
2. Advantages of CBE .............................................................................................................. 6
3. Definition of a Self-Paced Learning Module ....................................................................... 7
4. Benefits of CBE .................................................................................................................... 8
5. Common Components of Self-Paced Learning Modules .................................................... 9
6. Required and Optional Components ................................................................................ 12
7. Reasons for Adapting or Revising Instructional Content .................................................. 14
8. Considerations for Organizing Modules ........................................................................... 16
9. Resources for Creating Self-Paced Learning Modules ...................................................... 17
10. Accessibility, Usability, and Universal Design for Learning .............................................. 18
11. Guidelines for Developing or Using Video ........................................................................ 20
12. Taking Your Own Photos Using a Smartphone ................................................................. 22
13. Benefits of Digital Learning ............................................................................................... 23
14. Copyright and Fair Use Information for Educators........................................................... 24
15. Initial Planning Checklist ................................................................................................... 27

Module 2: Creating the Cover Sheet/Objective Sheet ........................................................... 28

1. Cover Sheet/Objective Sheet Profile ................................................................................ 28
2. Cover Sheet/Objective Sheet Guidelines .......................................................................... 29
3. Cover Sheet/Objective Sheet Checklist ............................................................................ 30

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Module 3: Creating the Vocabulary List................................................................................ 32
1. Vocabulary List Profile ...................................................................................................... 32
2. Vocabulary List Guidelines ................................................................................................ 32
3. Vocabulary List Checklist................................................................................................... 33

Module 4: Creating the Learning Plan .................................................................................. 34

1. Learning Plan Profile ......................................................................................................... 34
2. Learning Plan Guidelines................................................................................................... 34
3. Learning Plan Checklist ..................................................................................................... 36

Module 5: Developing Information Sheets ........................................................................... 37

1. Information Sheet Profile ................................................................................................. 37
2. Information Sheet Guidelines .......................................................................................... 38
3. Content and Style Considerations .................................................................................... 39
4. Online Search Techniques and Sources ............................................................................ 41
5. Information Sheet Checklist.............................................................................................. 43

Module 6: Developing Assignments ..................................................................................... 44

1. Assignment Profile ............................................................................................................ 44
2. Grading Rubrics ................................................................................................................. 45
3. Assignment Guidelines...................................................................................................... 48
4. Assignment Checklist ........................................................................................................ 49

Module 7: Developing Job Sheets (Performance Tests)......................................................... 51

1. Job Sheet Profile ............................................................................................................... 51
2. Developing Performance Test Items................................................................................. 53
3. Hazard Alerts in Performance Tests ................................................................................. 53
4. Job Sheet Guidelines ......................................................................................................... 54
5. Job Sheet Checklist ........................................................................................................... 55

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Module 8: Writing the Pretest/Posttest ............................................................................... 56
1. Cognitive and Performance Testing.................................................................................. 56
2. Advantages and Limitations of Cognitive Test Item Types ............................................... 57
3. Developing Cognitive Test Items ...................................................................................... 58
4. “Decoding” Test Terms ..................................................................................................... 60
5. Writing Multiple-Choice Test Items .................................................................................. 61

Module 9: Creating the Answer Sheet .................................................................................. 70

1. Answer Sheet Profile......................................................................................................... 70

Appendix ....................................................................................................................................... 71

v
Credits
Craig Maile has worked as a technical writer, curriculum specialist, and curriculum manager at
the Oklahoma Department of Career and Technology Education for over 30 years. He has a B.A.
in technical communication and an M.S. in occupational and adult education, both from
Oklahoma State University.

Margi Stone Cooper has many years of experience as a curriculum developer and online
learning coordinator in industry and in career and technology education. She has a Ph.D. in
educational technology, along with a graduate certificate in online instruction, from Oklahoma
State University.

The Curriculum and Instructional Materials Center (CIMC) is a division of the Oklahoma
Department of Career and Technology Education. The CIMC has existed since 1967 to produce
competency-based instructional materials for career and technical (formerly vocational)
education. The Oklahoma Department of Career and Technology Education is a state education
agency that also produces, prints, and distributes curriculum materials across Oklahoma and
throughout the United States. The CIMC is located in Stillwater, Oklahoma.

Acknowledgements
We are indebted to the many professionals who developed curriculum for vocational
educators—today’s career and technical educators—in Oklahoma’s Curriculum and
Instructional Materials Center (CIMC) and in the Mid-America Vocational Curriculum
Consortium (MAVCC). The staff of the CIMC and MAVCC developed the curriculum around the
principles upon which this handbook relies. They created the standard that continues to shape
the development of competency-based instructional materials in the 21st Century.

This handbook is a combination of new and existing content. Craig Maile and Margi Stone
Cooper authored the new content. Existing content was compiled and edited from previously
published titles, including Developing Modules for Self-Paced Learning, from the Curriculum and
Instructional Materials Center (2002) and Competency-Based Education Professional
Development Series, from the Mid-America Vocational Curriculum Consortium, Inc. (1992).
William (Billy) King, former instructional development specialist in the CIMC, co-authored the
2002 publication.

This handbook includes content about multiple-choice test items from the CareerTech Testing
Center, which is also a division of Oklahoma CareerTech.

We also appreciate the last-minute copyediting assistance provided by Caitlin Ellis.

vi
Purpose of This Publication

T
his handbook offers a framework for teachers who develop self-paced learning modules for
their CareerTech courses. Within that framework, this handbook also provides insights
based on the expertise of the staff of the Curriculum and Instructional Materials Center
(CIMC), a division of the Oklahoma Department of Career and Technology Education, as well as
other select authorities. The modules upon which this guide focuses may be in digital or print
form.

Before Getting Started

Syllabus

I
nstructors should prepare a syllabus before attempting to design a course or learning
module. A syllabus provides a “road map” or framework for the planning and development
of content. For learners, the syllabus sets the tone for the course. By reading the syllabus,
learners can better understand what to expect from the course—and what the instructor
expects from them in return.

A syllabus also functions as a contract among the instructor, the school or agency, and the
learner. It ensures that the instructor holds all learners to the same standards. Thus, this
document must make these terms clear.

A course syllabus often includes the following types of information:

• Instructor contact information and office hours.
• Description of the course.
• Required textbooks or other resources.
• Technology requirements.
• Learning objectives.
• School or agency policies about academic honesty, attendance, and expected learner
behavior and participation.
• Description of class assignments.
• Weekly schedule or calendar of activities, along with assignment deadlines and testing
dates.

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• Method of grading, grading scales, rubrics, and policies concerning the submission of late
assignments.
• Methods for communicating with the instructor and other learners.
• Emergency and safety procedures.

Many schools have specific requirements or templates for creating a course syllabus. Check
with your principal or program leader for guidance to ensure your syllabus meets any
established criteria.

Note: See the sample syllabus in the appendix.

Subject Matter Experts

B
efore developing original learning modules, instructional designers often seek input from
subject matter experts (SMEs). Educational materials must be technically accurate,
comprehensive, and relevant to the needs of potential employers and learners. Identifying
qualified reviewers ensures you have contacts who can answer any technical questions that
arise during the development process.

When considering possible SMEs, make sure you choose peers and industry specialists who
have the time to provide a thorough review, and who can respond to your request for input
within the necessary timeframe. Most importantly, choose SMEs who will provide honest
feedback. Constructive criticism only helps to improve your credibility and the educational
integrity of the instructional materials you develop.

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Module 1
Describing Modules for Self-Paced Learning

Objectives

1. Identify key elements of competency-based education.

2. List advantages of CBE.
3. Define a self-paced learning module.
4. State benefits to learners and instructors of self-paced learning modules.
5. Recognize components of self-paced learning modules according to their functions.
6. Decide when a component is required.
7. State reasons for adapting or revising instructional content.
8. Identify considerations for organizing [sequencing and indexing] modules.
9. List useful resources for creating self-paced learning modules.
10. Explain accessibility, usability, and universal design for learning.
11. List guidelines for developing or using video.
12. List guidelines for taking your own photos using a smartphone.
13. Describe benefits of digital learning.
14. Explain copyright and fair use guidelines for educators.
15. Complete the Initial Planning Checklist.

1: Key Elements of Competency-Based Education (CBE)

C
ompetency-based education, or CBE, has many names. It may be called mastery learning,
competency-based instruction, systems approach to education, personalized system of
instruction, performance-based instruction, criterion-referenced instruction, mastery
learning, objective-referenced learning, individualized instruction, programmed instruction, or
self-paced learning.

In CBE, any learner can master most any task at a high level of mastery if provided with high-
quality instruction and sufficient time. Rather than being fast or slow learners, or good or poor
learners, most individuals become very similar to one another in learning ability, rate of
learning, and motivation for further learning when provided with favorable learning conditions.
In CBE, the focus should be more on differences in learning and less on differences in learners.

The most important element in the CBE teaching-learning process is the kind and quality of
instruction experienced by learners. Every task, every objective, every test or quiz item, every
video, every module, and every instruction sheet should pass this test: Will this training activity

3
or learning resource contribute to competence on the job? If we cannot answer affirmatively,
we have no business including it in our training program.

Another way to think about CBE is to compare it to the “traditional” approach to learning:

Table 1
Competency-Based Education (CBE) Compared to Traditional Learning
In CBE In “Traditional” Learning
• You will learn X. • We will be here for 18 weeks.
• This is X. • This is X.
• When you are ready, try to perform X. If you do not • On a certain day and time, all of us will perform X.
perform well, try again or try an alternative
presentation about X, then try again.
• If you perform well, move on to Y. • Once everyone has performed X, we will all move
on to Y.
• This is Y. • This is Y.

Regardless of its name, CBE should have the following key elements:

 Based on measurable and observable objectives

Learning objectives drive CBE. Objectives are the “competencies” that learners must
achieve. Each objective must clearly state what learners must do to demonstrate acquired
skill or knowledge. Verbs in learning objectives are active and precise, stating the exact
performance expected of learners. The objectives should also specify the standard or level
of performance required. Objectives can be at any level of Bloom’s Taxonomy and can
include the cognitive, psychomotor, and affective domains. Higher-order cognitive skills
should be included.

 Instruction aligned with objectives

In CBE, the objectives specify what learners must learn. “Content” should relate to one or
more objectives. The curriculum should cover all objectives with relevant information.

 Criterion-referenced evaluation system aligned to objectives

A learner evaluation system must exist that is: 1) criterion-referenced, and 2) aligned to the
learning objectives and the curriculum. In CBE, the aim is to bring the performance of all
learners up to pre-defined standards and competencies. Learners work on each competency
until they achieve mastery; the evaluation system should test and record this mastery.
Learners can restudy and retest as often as needed. Specific remediation activities should
also be available to learners when needed. The evaluation system focuses on what each
learner has achieved, not on what the instructor has taught. The constant in CBE is learner

4
 performance; the variables are time and resources. (This differs from traditional systems
where learners get one chance at mastery; some succeed and some fail. In such systems,
time and resources are constant and learner achievement is variable.)

If an evaluation is criterion-referenced, successful learner performance is defined by (or

referenced to) mastery of pre-set objectives and standards (or criteria). There must be a
careful match (or alignment) between what the learner should master (objectives), what is
taught (curriculum), and what is tested. Objectives, curriculum, and evaluation system must
all match.

 System to manage cognitive skills and psychomotor (“hands-on”) skills

The cognitive domain—also referred to as Bloom’s Taxonomy of Learning Domains—deals

with recall or recognition of knowledge and the development of intellectual abilities and
skills (knowing). The psychomotor domain deals with the physical responses of the learner
and the development of manipulative skills (doing).

Note: The affective domain deals with changes in interest, attitudes, and values and the
development of appreciations and adequate adjustment (feeling).

For both cognitive and psychomotor skills, a CBE program must have a system of
maintaining records of which skills and activities each learner has completed, which ones
are in progress, and which ones await completion. Completion means “mastery”—no skill is
completed until the learner has achieved the mastery level.

The record system should promote feedback on learner skill attainment to both the
instructor and learners, provide for remediation as needed, and encourage re-evaluation of
learner performance until the learner achieves mastery. Appropriate remediation strategies
often should consider individual differences among learners.

Learners should work on skills and activities until they achieve mastery. They should not be
“passed on” without mastery. While learners may move ahead and work on other skills (i.e.,
skills for which all prerequisites have been mastered or those without prerequisites), work
should also continue on the skills still requiring mastery. Learners should not attempt
higher-order skills until they master all prerequisite skills.

 Mastery records maintained for each learner

Records should clearly indicate the skills each learner has mastered. One such record should
profile or list the competencies that the learner has mastered and those still awaiting
mastery. A portfolio for each learner can include these and other performance indicators.
Learners should have ready access to their portfolios to track their own progress in skill
mastery and competency attainment. Online learning systems and digital portfolios can
automate the job of maintaining mastery records for each learner.

5
The table below condenses the key elements of CBE into a reference tool for developing or
organizing a curriculum.

Table 2
A Recipe for Achievement Using Competency-Based Instruction
Standards* Tasks/Skills Knowledge & Attitudes Assessments &
(Measures)
+ (Do)
+ (Know & How)
+ Evaluations (Evidence)

• National • Workplace • Task-Enabling • Practice and

• State Relevant • Supporting Feedback
• Industry • Career • Safety • Performance Tests
• Association Relevant • Ethics • Written/Cognitive
• Agency • Life Relevant • Customer Service Tests
• Commission • Interpersonal/Relating • Quizzes
or Council • Critical Thinking • Self-Checks
• Other • Problem Solving • Rubrics
• Decision Making (project/activity)
• Grit/Perseverance • Portfolios
• Creativity • Profile of Training
• Rules and Regulations Mastery
• Quality (competency profile)

Instructional Delivery and Learner Feedback

 (instructor-led, self-directed, online, blended) 
*Usually stated as objectives or competencies.

2: Advantages of CBE
Competency-based education offers several advantages:
• Allows the learner to advance at his/her own pace within the program guidelines.
• Allows the teacher to function as a guide and resource person.
• Promotes action-oriented instruction.
• Provides for a more efficient use of facilities and equipment.
• Gives learners credit for their prior knowledge.
• Provides for greater learner accountability.
• Facilitates site-based management.
• Allows for program articulation based on identified objectives.
• Communicates to employers about learners’ skill development in workplace-relevant terms
(competencies).

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3: Definition of a Self-Paced Learning Module

A
self-paced learning module is an orderly set of instructions designed to facilitate the
learner’s mastery of a body of knowledge or a procedure. When combined with other
modules, learners can master a comprehensive body of knowledge or a complex process.

A self-paced learning module can be in digital or print form. For example, the digital modules or
lessons offered via a school’s learning management system (LMS) are examples of self-paced
learning modules. In the days before digital learning, a paper-based form of the self-paced
learning module was the learning activity packet, or LAP.

Learners will realize the benefits of competency-based education, whether they use digital or
print self-paced learning modules. In fact, the paper-based form is a convenient step for
teachers to take along the road to digital delivery. Once the paper-based modules are
developed, used, and improved, they can become the blueprint for a digital equivalent such as
an online course.

Self-paced learning modules are useful for more than one purpose. For example, they can
facilitate learning for individualized or self-paced instruction. They can also supplement
traditional instruction in order to provide more thorough and/or additional training.

To be most effective, self-paced learning modules should have certain characteristics. These
include:

• Logical (sequence)—the steps reflect occupational steps, prerequisite knowledge and

abilities, and difficulty.

• Self-contained—learners can pick up (or access) the module and begin work without
instructor intervention, and can proceed through the module based on clear instructions
about what to do in all likely situations, including what to do at the end of the module.

• Comprehensive—the module includes, or references, all of the content that is relevant to

the learning objectives or competencies.

• Cohesive—the module content is well integrated and contributes to the learner’s mastery
of the competencies within a reasonable time.

Self-paced learning modules can be comprehensive—including all of the objective content,

activities, and assessments needed for the learner to complete the module independently. This
is often the case when a new teacher creates his/her own CBE curriculum. The teacher pulls all
of the content together in one place (or even writes the content from scratch). All of the
modules that the learner needs are in one place, whether online or on paper.

7
Another version of a self-paced learning module is the simple or framework version. This
version provides more of a guide as the learner uses a range of existing resources, such as
digital or print textbooks and workbooks, service manuals, websites, videos, lab and diagnostic
equipment, and other learning resources. This kind of self-paced learning module is effective
when a set of diverse learning resources is already available, but those resources require
organization in a sequence that facilitates learning and skill mastery.

4: Benefits of CBE
Competency-based education offers many benefits for teachers and learners:

• Design provides for quality control of instruction. All learners receive the same information.
• Design is compatible with competency-based education and usable in an open entry/open
exit system.
• Both learner and teacher know exactly what is to be learned and at what level of
proficiency.
• Teachers can monitor learner progress more closely.
• Design allows for better use of instructor time. The instructor has more time to work with
individual learners, answer questions, provide feedback, and evaluate learner performance.
• The pace is not too slow for some or too fast for others—it is just right for all.
• Allows learners to perform without risk to their self-esteem from comparison to their peers.
• Allows and encourages deeper study.
• Learners can see concrete measures of progress. At the end of the self-paced learning
module, learners are able to do something they could not do before or know something
they did not know before. This provides motivation to continue learning.
• As content changes, the teacher can easily update an individual module.
• Performance evaluation reflects individual learner performance measured against a set
standard. The performance of other learners is not a factor.
• Learners develop time management and study skills, self-discipline, and self-direction.
• Each learner can work at his/her own pace while working toward mastery.
• Learning activities can vary to allow for differences in learner skill levels and learning
preferences, providing a method of individualizing instruction.

8
5: Common Components of Self-Paced Learning Modules

M
ost self-paced learning modules have components or features that serve specific
functions. This is true whether the modules are in print or digital form. Below are some
of the most common components.

 Cover Sheet (Objective Sheet)—Identifies the module; lists prerequisites, approximate

completion time, and other identification information. May also include a rationale
(context) for the module (why learn this content?) and criteria for successful completion.
Functions as the “table of contents” for the module. States the performance(s) required of
the learner in order to complete the module.

 Vocabulary List—Lists and defines all of the key words and short phrases that appear in the
module.

 Learning Plan—Gives the learner step-by-step instructions for working through the module
and using supplemental resources. Serves as a checklist to help the learner track his/her
progress. References external resources to supplement module content (website addresses,
related LMS course modules, video titles, and other resources).

Example:
1. Check the box as you complete each step.
2. Study the information sheet for objective 1.
3. Study the information sheet for objective 2.
4. Look at an actual charging system with an internal voltage regulator as your instructor
points out the parts on the engine.
5. Study the information sheet for objective 3.
6. Study the information sheet for objective 4.
7. Study the introduction to the assignment.
8. Review the supplement, “Charging System Diagnosis Chart.”
9. Do the assignment.
10. Stop and have your instructor evaluate your work from the assignment. After your
instructor has evaluated your work, follow your instructor's recommendations.
11. Look at actual drive belts.
12. Ask your instructor to demonstrate the guidelines and procedures in Job Sheet 1. Use
the job sheet to follow along. Pay careful attention to any guidelines, cautions, and
warnings.
13. Practice the procedure demonstrated by your instructor. Use the job sheet as a guide.
Notify your instructor when you are ready to perform the procedures for evaluation.
14. Stop and have your instructor evaluate your work from the job sheet. After your
instructor has evaluated your work, follow your instructor's recommendations.

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 Pretest—Evaluates learner’s knowledge and skills prior to starting the module. The pretest
may yield a score for granting credit for the module, indicate specific topics to study in
depth, and—when compared to the posttest—indicate the effectiveness of the instruction.
(See posttest.)

 Information Sheet—Contains information necessary for the learner to meet the objectives.
In a simple or framework module, the “information” will exist in external resources to which
the learning plan refers.

 Assignments—Provides activities designed to correspond to specific objectives and that

reinforce the information provided in texts, websites, videos, etc. Assignments often
require higher-level skills such as diagnosis and problem solving. They provide an
opportunity for skill practice without risking the learner’s health or safety. Answers or
rubrics can provide immediate learner feedback.
Examples:
o Respond to scenarios involving fire safety.
o Calculate medication dosages.
o Reduce fractions to lowest terms.
o Select operating positions for service valves.

 Job/Procedure Sheet—Provides the steps and criteria for objective evaluation of a

procedure and its resulting product. Artwork and multimedia resources can illustrate
specific steps.
Examples:
o Construct edge forms on grade for a slab without foundation.
o Properly lift an object.
o Prepare and evaluate pie crust.
o Perform sensory evaluation of air conditioning and refrigeration systems.

 Posttest—Measures learner’s knowledge after completing the module. Results from both
the pretest and posttest can indicate the effectiveness of the instruction contained in the
module. If measuring the performance of a skill, use the job/procedure sheet. Online
learning management systems often include capabilities for creating online assessments
that can be immediately scored and reported to the instructor.

 Answer Sheet—For instructor use; provides the key for all of the assignments and other
activities in a module.

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Table 3
Ways CBE Creates Successful Learning Environments

Events for a How Self-Paced Learning Modules

Successful Learning Experience or CBE Address the Event
Inform the learner about what is to be learned The module cover page or objective sheet tells learners
what they will learn.

Motivate the learner to want to learn The module introduction provides a compelling context
for the content in the module. A well-written
introduction explains the lifetime or workplace
relevance of the content, or why the content is
important for the learner to master.

Teach, or help with the recall of, prerequisite The module cover page or objective sheet identifies any
learning needed for mastery required prerequisites. Resources referenced in the
module learning plan help to review and reinforce
needed background knowledge or skills.

Provide guidance and structure throughout the The module learning plan provides a framework for the
learning process learner’s progress toward mastery. The learning plan
tells the learner what to do, when to do it, and with
what resources. (The learning plan can also suggest
appropriate alternatives.)

Present instruction appropriate for the task and in Self-paced learning modules are organized around
units small enough to promote efficient learning discrete “chunks” of skills and related knowledge, stated
in the form of objectives. Each objective exists as a
component having a very specific function—information
sheet, assignment, or job sheet.

Provide appropriate application or practice of The module assignment and job sheet components
content presented provide opportunities for practice and application.

Provide feedback Each module includes formal feedback opportunities,

such as quizzes, written tests, and performance tests
(job sheet evaluations). The module learning plan can
suggest opportunities for informal feedback, including
feedback from the instructor and from a learner’s peers.
Online learning systems can efficiently implement many
forms of feedback, such as chat, email, immediate
assessment scoring, etc.

Evaluate mastery The module tests/assessments, assignments, and job

sheets combine to evaluate each learner’s mastery of
the module competencies.

Provide for retention and transfer The module can prompt the learner to repeat certain
performance items in different settings and/or under
different conditions, in order to promote the transfer of
learning to different situations.

11
6: Required and Optional Components
Use the table below as a guide to including components in a self-paced learning module if any
of a module’s objectives require the learner to:
• Perform a certain procedure, then add a job/procedure sheet.
• Diagnose problems or evaluate conditions, then add an assignment.
• Practice solving problems before performing “live” work, then add an assignment.
• Know or understand specific information, especially safety information, before performing
“live” work, then add an information sheet.
• Know or understand specific information before diagnosing problems or evaluating
conditions, then add an information sheet.

Table 4
Required Components in a Self-Paced Learning Module

Required Sometimes Required

• Cover Sheet/Objective Sheet • Information Sheet

• Vocabulary List • Assignment
• Learning Plan • Job/Procedure Sheet
• Pretest and Posttest
• Answer Sheet

If any of a module’s objectives deal with new approaches or procedures, then add
job/procedure, assignment, and information sheets as needed.

The most important considerations in determining the amount of content needed include:
• What will the learner be required to DO?
• What must the learner be able to DO before he or she can DO the required DO
(prerequisites)?
• What must the learner KNOW before he or she can DO what is required?
• Is each instructional component that is being used now, adequate? If not, how can a
component be improved or enhanced?

12
There are three “levels” of time and work involved in creating self-paced learning modules. The
difference between each level depends upon how much applicable content already exists in
your instructional materials.

Level 1:
• You already have all of the content needed to address each objective
• Only the basic components are needed to guide learners through the existing content
• Requires relatively little time or effort to produce

Level 2:
• The existing content adequately addresses most of the objectives; you need to develop a
few new objectives to add to the existing content in order to properly cover the topic.
• Additional components such as information sheets, assignments, or job sheets need to be
developed and added as needed.
• Related test items and answers will also need to be developed.
• Requires more time than the Level 1 module if additional content exists and no copyright
concerns exist.
• Requires even more time if the additional content must be developed (rather than located)
or if copyright concerns exist.

13
Level 3:
• Few of the objectives are adequately addressed with the content you already have.
• Many new objectives must be developed.
• Many new components such as information sheets, assignments, or job sheets need to be
developed and added.
• Many new related test items and answers need to be developed.
• Requires the most time and effort.

7: Reasons for Adapting or Revising Instructional Content

You may decide whether to adapt or revise specific content. Doing so can help:
• Modify the content to match the competencies or standards statements.
• Involve learners as active participants in their own learning processes.
• Capitalize upon the diversities and complexities existing in any learning environment or
classroom.
• Make teaching more effective for the teacher and more efficient for the learner.
• Involve the kind of mental operations that lead to a clearer interpretation and
understanding.

14
• Meet the needs of a target population in terms of ability level, interests, goals, etc.
• Use the most current information.
• Supplement an existing resource.
• Eliminate biases in otherwise useful resources from other sources.
• Accommodate variables that have an impact on the instructional process.
Examples: facilities and equipment, time, number of learners

You might integrate content from multiple sources to help reinforce the learning of an
objective.
Example: To address the objective, “Given the dimensions of a house floor plan, the learner
will compute the number of square feet of the house with 100% accuracy,” you could:
o Refer to a relevant chapter in a current textbook or curriculum.
o Design an activity on computing different measurements.
o Create or reference a video to demonstrate the process.
o Provide information from industry associations or companies that emphasize the
importance of accurate measurements.
o Use a structured activity and assessment rubric from a related workbook.

You could also adapt the instructional content by using a variety of content sources to reinforce
an objective. For example, digital and printed materials can help build the learner’s reading
skills; videos can strengthen listening skills (as well as replicate real-world situations); and
manipulative aides—such as puzzles, games, experiments, and brainteasers—can emphasize
physical handling.

Another way to adapt or revise content is to modify the content to better accommodate the
abilities of learners.
Examples:
o Identify and explain key terms.
o Convert a paragraph into a numbered list.
o Remove unnecessary detail or repetition.
o Restructure the content to incorporate concepts and thinking skills.

15
8: Considerations for Organizing Modules
Consider the following when you organize, sequence, index, and identify your self-paced
learning modules.

• Organize the module objectives with purpose:

o Workplace logic—Look at the chain of competencies to determine which skills must be
learned before others can be attempted.
o Dependency—Determine which objectives depend on the mastery of other objectives,
and which objectives are prerequisites.
o Ease of mastery—Place any easily mastered objectives in an earlier module so that
learners can experience success early.

• If possible, allow learners flexibility in the sequence of modules to promote motivation and
positive attitude.

• Determine when (in the sequence of objectives or learning plan steps) it is appropriate to
check for understanding or to evaluate and when to check with the instructor.
Examples: Insert mini-quizzes or self-check assessments (formative assessments) after
groups of objectives, insert a module review before the graded module/unit assessment
o Include any special instructions or other times leaners must consult the instructor.
o Include all required safety cautions, warnings and guidelines.
o Number and title each module so learners and instructors can easily identify them.
Note: A school numbering and ID system may already be in place. The numbering
system should facilitate management of the material and the process; e.g., storage,
retrieval, student records, etc.

• Consider color-coding the components in a printed module for ease of recognition by

learners.

• Integrate resources that are already available and that meet school standards for quality,
accessibility and other criteria.
Examples: websites, related texts, videos

• When assigning a suggested timeframe to a module, determine the reasonable or average

time required to master the competencies.
Note: You can use your experience as a guide.

16
9: Resources for Creating Self-Paced Learning Modules
The following are some possible resources for content you may use or refer to in your self-
paced learning modules:
• Websites
• Video (you create, or find online, or purchase)
• Books, textbooks, and service/repair manuals
• Fact sheets
• Service and/or safety bulletins or updates
• Other curricula
• Personal knowledge/skills
• Digital photographs (such as those you take yourself)

Choose media (videos, audio files, animations) that support the type of performance expected
of the learner. For example, if the learner must distinguish a regular heartbeat from an irregular
heartbeat, or identify the sound of an engine that requires servicing, then audio files would be
appropriate to include.

Select media that are practical, readily available, and easy for learners to use. Media should
also be realistic and reflect occupational activities (including workplace safety requirements). It
is also important that any media satisfy accessibility requirements. For example, do videos
include transcripts or captions?

When determining which activities to include in your modules, include those that:
• Relate directly to the unit objectives.
• Allow for practice of skills.
• Maintain learner interest.
• Address all learning domains.

Regardless of the type of media you choose, be sure they are legitimate and credible. Avoid
sources that present a biased or lopsided point of view (such as an association fact sheet that
overlooks a known issue or concern).

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10: Accessibility, Usability, and Universal Design for Learning

N
o two people are the same, and each learner is different. Therefore, it is essential to
ensure that all learners can use instructional materials in a self-paced environment,
whether that content exists in a print or digital form. Accessibility, usability, and universal
design are three distinctly different concepts that relate to physical facilities and customer
services, as well as print and electronic media. Applying these guidelines to instructional design
makes learning easier for everyone.

Accessibility Considerations

Accessibility addresses the needs of people with disabilities. When first passed, the Americans
with Disabilities Act (ADA) set standards for public facilities and services. Amendments to the
ADA set legal standards for making electronic media and other information technology
accessible to disabled people.

Accessibility for documents includes providing editions printed with large fonts and braille, or
making audio books available. For digital media, accessibility means adding descriptive tags for
images, making transcripts available for video and audio files, providing accurate descriptions
for hypertext links, and ensuring that screen readers can read all content.
Example: Formatting information in a table in HTML on a website instead of including a
photo of the table.

Usability Considerations

Usability is a quality attribute that relates to an effective and efficient user experience. If
learners find print or digital materials difficult to understand or navigate, they will quit using
those materials. Usability attributes include ease of learning the task presented, utility and
functionality, and satisfaction with the learning experience.

Readability relates to how well learners understand written content. Level of comprehension is
often measured using software tools, such as the Flesch-Kincaid Grade Level Test or the
Automated Readability Index. These tests calculate reading levels based on factors such as the
length of sentences, the number of characters and syllables in words, vocabulary, and the
frequency of special characters.

To reduce the number of long sentences and paragraphs:

• Begin paragraphs with a topic sentence.
• Shorten sentences without making them seem choppy and disjointed.
• Use two or three shorter sentences to revise a long, complex sentence.

18
To reduce vocabulary problems:
• Replace unfamiliar vocabulary with familiar synonyms.
• Provide a familiar synonym in parenthesis next to difficult words that you want the learner
to learn.
• If necessary, add extra words or phrases to make an abstract concept clearer.

Legibility can influence readability. Legibility has to do with the ease with which a learner can
distinguish letters and words while reading. For example, when formatting learning materials,
designers often select a sans serif, gothic typeface, such as Arial or Calibri. Sans serif typefaces
are usually composed of strokes of a consistent thickness. Serif fonts are typically composed of
thick and thin strokes, which can make content more difficult to read for readers with less-than-
perfect vision.

Considerations for improving the layout of a document include:

• Aligning paragraphs to the left instead of using justified margins.
• Using larger margins to increase white space.
• Breaking up long passages of text with images or white space.
• Placing illustrations on the same page that they are referred to in the text.
• Using color-coding and font sizes to indicate headings and subheadings.
• Avoiding the use of background images behind text.
• Avoiding the use of all-capital letters.
• Using bulleted lists.
• Using contrasting colors for the background and text.

For digitally distributed materials, providing a linked table of contents and hyperlinks within the
text can improve navigation and usability. In addition, make sure learning materials posted on
the web load quickly.

Universal Design

Universal Design for Learning (UDL) is a set of principles that applies the broad concepts of
accessibility and usability in curriculum development. The idea behind UDL is that making
facilities and products more accessible for the disabled makes them more usable for those
without physical disabilities as well. The principles of UDL also may take into account other
differences in learners, such as culture/ethnicity, gender, age, height, learning preferences, and
language capabilities.
Example: While curb ramps are necessary in the physical environment for people in
wheelchairs, delivery workers or movers who push carts or hand trucks, parents with
strollers, and children on roller skates use them as well. Similarly, video captions assist the
hearing impaired, as well as travelers in airports and people for whom English is a second
language.

19
In curriculum design, UDL goes beyond making content accessible—it also challenges learners
and provides support. The three principles of UDL advocate:

1. Presenting content in multiple forms.

2. Giving learners multiple options to express what they know.
3. Creating multiple ways to engage and excite learners.

Content developers start by recognizing the various barriers learners may face and addressing
them. In this way, the instructor includes all learners from the beginning.

You can find more about these topics at the following websites:
• Assistive Technology Initiative at George Mason University, Accessibility Resources
https://ati.gmu.edu/resources/accessibility-resources/
• Social Security Administration Guide: Alternative Text for Images
https://www.ssa.gov/accessibility/files/SSA_Alternative_Text_Guide.pdf
• Microsoft Accessibility
https://www.microsoft.com/en-us/accessibility/
• National Center on Universal Design for Learning
http://www.udlcenter.org/

11 : Guidelines for Developing or Using Video

A
lthough self-paced learning modules often include video, the videos you find or make
yourself should be more than talking-head lectures. Use video to make your content
engaging for learners. Find ways for learners to interact with the content and with each
other even during a video portion of the instruction.

As a teacher, you already use a variety of instructional strategies. Incorporating video will
follow the same process. Ask yourself:

• To achieve the learning objectives of this self-paced module, what information do

learners need before engaging in any in-class or group activity? This is information you can
provide in a video.

• What information will I help them discover during the activity? This is information that you
do not need to cover in a video.

• Are there skills that I need to model for them? Use video to show learners what to do, such
as when you demonstrate a skill.

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• How can I use video to engage learners with the content, spark their curiosity, and
motivate them to explore and discover answers to their questions? While face-to-face
lecture gives you opportunities for interaction that are not available in video—such as
checking for understanding or taking advantage of a teachable moment that may present
itself—there are many ways that video can connect with learners.

The answers to the above questions will help you define the content to include in a video. Once
you have answered these questions, you can also decide whether any pre-made video—
including videos you located online—will meet the requirements of your learners, learning
objectives, and in-class activities.

If you plan to shoot your own video (instead of referencing online videos), you will need some
basic equipment:

• Camera. This can be as simple as your smartphone or tablet. In some cases, you could use a
webcam attached to your computer.

• Tripod. Make sure your camera stays steady while recording. The best way to do this is with
a tripod.

• Microphone. It is best to use an external microphone. These may be available from your
school’s technology department. Good microphones can be relatively inexpensive to buy.

These are basic tools to get you off to a good start. As you gain experience in making videos,
you can better determine what else you need to meet the specific needs of your content and
what you want to accomplish.

The following tips offer some good suggestions for producing video for self-paced instruction:

• Get familiar with how your equipment operates. Do a few trial runs so you know how to
focus the camera, determine a good distance from the camera, and adjust the audio level.
You do not want to video record your whole lecture, only to find out it was out of focus the
whole time, or that nothing you said is audible.

• Use proper lighting. This is especially important if you will be demonstrating a physical task
where learners need to see the details of what you are doing.

• Keep the background simple. See what learners will actually see from the camera’s point of
view. You do not want them distracted by too much going on in the background, such as a
lot of irrelevant writing on a whiteboard.

• Make sure you can work without interruption. Consider putting up a “Do Not Disturb” sign.
Turn off your phone. Listen for noises—such as fans, bells, equipment, or outdoor sounds—
that you normally do not notice but that may be distracting to learners if recorded in the
video.

21
• Speak clearly. When people are watching your video, you do not want them distracted from
your content. Avoid long pauses while you think of what to say and be careful not to speak
too slowly or too quickly. (A script can come in handy to keep you on track, even if you do
not write it out word for word.)

If your content is direct and relevant to your learners, then your videos can be very simple and
still be effective. Use the equipment you have to practice recording video. Start out simple,
perhaps with a one- or two-minute lecture. Whatever you record, take the time to review it and
make notes about what worked well and what you would like to do better next time.

12: Taking Your Own Photos Using a Smartphone

The guidelines below apply to photos that you take using your smartphone.

• Get to know the features of your smartphone camera—and its photo-editing features.
• Keep the camera lens clean and use a lens-cleaning solution periodically.
• Avoid using the camera flash—use natural light or an alternate light source instead.
• Use good posture while holding the phone, or use a tripod.
• If you take a photo and do not like it, take it again and use the best result.
• Get closer to an object rather than zooming in when you take the photo.
Note: Most smartphone cameras do not use an optical zoom. Instead, they only enlarge and
crop the image before capturing the photo. This results in a lower-quality image, which may
cause a problem if you need to show the markings on a rule or other fine detail. Instead, try
to get closer to a small or near object, or crop a photo of a large object.

• Consider a better camera app (better than the standard one that came with your
smartphone) for more settings options.
• In photos of large objects (such as a piece of equipment or a machine), eliminate clutter
from the background as much as possible.
• In photos of small objects (such as tools, fasteners, components of larger things), place each
item on a plain, light-colored, non-glare surface (such as a matte paper, or fabric) if
practical.
• Do not use full-resolution photos in digital media.
Note: Save images intended for use on a digital device as a jpg or png file with the RGB color
setting at 72 dpi using the dimensions of a typical computer screen.

22
• Be sure that each photo shows what you want learners to see. Make sure that nothing
essential ended up outside of the frame of the photo.
• Be sure that whatever will appear in the photo is appropriate.

Examples: signage, appropriate use of personal protective equipment, visible equipment

settings, behaviors of any people

Important: If you use photos from other sources in your self-paced learning modules, always do
so only after 1) receiving permission from the source or copyright holder, and 2) giving the
appropriate credit to the source in your module or course.

13: Benefits of Digital Learning

M
any learners, especially those who hold full-time jobs, have little time for traditional,
face-to-face training that can last days or weeks. With blended training, learners
complete a portion of the training on their own time; and they also meet in person to
work on collaborative projects and to practice hands-on skills. For example, the learners read
information sheets and articles, complete practice quizzes and self-checks, participate in forum
discussions, and watch supplemental lecture and skill demonstration videos at home. They can
access PowerPoint presentations online and download the slides to a device—such as a tablet
computer or even a smartphone—or print and bring them to class to help them follow the
lecture.

Sometimes, the instructor begins the in-person portion of the course with a brief overview of
the reading and homework assignments. The instructor and learners then spend the rest of the
class time practicing the relevant hands-on skills or working on team projects. In other
instances, learners complete assignments and activities before meeting with the class in
person. Different forms of the blended classroom model work for learners of all ages and in
varied settings.

Completing a substantial portion of their learning online greatly reduces the amount of time
that adult learners must be away from their jobs or family. It encourages learners to become
more responsible for their individual progress. Digital delivery also can give instructors more
time to work with individuals or small groups and to help learners apply their newly acquired
knowledge.

23
14: Copyright and Fair Use Information for Educators

T
his section provides general guidelines for using copyrighted material in the classroom.
Think of these guidelines as “guardrails.” This information does not constitute legal advice.
Before duplicating a work for educational purposes, do a little research. When in doubt,
check it out—always seek permission from the copyright owner or consult with an attorney if
necessary!

Copyright laws protect the intellectual property of writers, musicians, videographers,

photographers, artists, and others who author or produce original works and ideas.

Compilations, such as phone directories, ideas and works in the public domain, publicly known
facts, and works created by federal employees as part of their official job duties cannot be
copyrighted.

Public Domain

Works in the “public domain” include creative works not protected by copyright that anyone
may freely use. This may include works for which the copyright has expired, works for which the
original author failed to secure a copyright or intentionally relinquished it, or for many works
published by the U.S. federal government.

People often hold the common misperception that all works funded by the government fall in
the public domain. However, contractors performing work on behalf of the federal government
and state employees may copyright their works, unless previous contracts or written
agreements stipulate otherwise.

Fair Use

The Fair Use Doctrine provides for limited use of copyrighted works without having to seek
permission from the copyright owner. No universal guidelines exist for determining what
constitutes fair use. Instead, the decision to use materials must consider four factors:

• The purpose and character of the use. Typically, commentary, new reporting, parody, and
criticism provide an appropriate context for fair use. Personal, nonprofit, and educational
purposes are more likely to fall under fair use. Commercial uses can sometimes be allowed,
if the content has been repurposed.

• The nature of the work. Using work belonging to someone else requires getting permission
well in advance. The use of unpublished or artistic works is less likely to fall under fair use.

24
• The amount of the work to be used. As a rule of thumb, using 10 percent of the work or
less may be permissible. The consideration of fair use becomes less as more of the work is
used.

• The marketability of the work. Use cannot compete with sales to the intended audience or
in any way diminish owner royalties.

Court decisions have simplified fair use considerations to two questions:

1. Is the intended use of the work transformative? In other words, does it repurpose the work
for a new audience?
2. Is the quantity of the work to be used appropriate to achieve the transformative purpose?

What Can be Used?

Generally speaking, instructors may use materials for a limited time in the following
proportions:
• A chapter from a textbook or manual.
• An article from a magazine or newspaper.
• A short story, essay, or poem from one author.
• A chart, graph, illustration, or photo from a book, magazine, or newspaper.

Words for the Wise

• Use reliable, credible sources. Be especially conscientious with internet resources, which
may be copyrighted (even if no copyright notice, such as on certain media), posted illegally,
or inaccurate.
• Never copy an entire book or magazine.
• Paraphrasing is not necessarily a solution:
o Can include 1) restating in your own words, and 2) significantly changing the style
structure without changing the main ideas.
o Does not mean changing a few words.
o Even “honest mistakes” are not legal or acceptable.
o Paraphrased content must have a citation.
o If you change the ideas, you are misrepresenting the original information.

25
• If the use seems to satisfy fair use criteria, credit the source for text, images, and video for
professionalism and for credibility.
Note: Citation is also a good idea so that you can keep track of the sources of your course or
module content. In a year or two, you may not remember where you obtained a photo or a
quoted page of text, but the citation will remind you.

• Use recent, easy-to-verify resources.

• Gather classroom materials well in advance of when you need them to avoid the
temptation of making unauthorized copies.

• Seek permission to use copyrighted materials as early as possible, and keep a copy of the
permission information once received.
Note: Organizations, agencies, and companies may have formal processes you must follow
to request permission to use their content. You can usually find these requirements on their
websites. With individuals who are copyright holders, you should email the individual. Keep
a copy of all of the responses you receive.

• Do not plan to use the copyrighted materials indefinitely.

• Just because something is online, does not automatically mean it is in the public domain.
This includes federal government publications. Check the copyright information for each
website when gathering information from online sources.
Note: In many government publications, you can find the copyright information in the first
few pages of the document. You may also find a statement about the allowable use of the
content, as well as the preferred way to cite the title as a source.

• Do not ignore copyright restrictions: it can cost you and your employer.

• Create your own, original work and avoid copyright issues.

• Credit all sources for credibility, for a visible record of sources/ownership, and for
professionalism/good practice.

Many organizations host websites that help explain what constitutes fair use for educators,
including the Library of Congress,
http://www.loc.gov/teachers/usingprimarysources/copyright.html.

For educators, sometimes the factors that define fair use are not clear-cut. Do what is right and
use and cite your resources properly.

26
As for Your Learners…

• Talk to them about copyright. Explain the proper way to cite resources.

• Encourage learners to make use of an online plagiarism checker to scan their work. Some
learning management systems even have a plagiarism check built in.

• Instead of copying questions from a website or textbook for learners to answer, create
assignments that require learners to think independently and apply their knowledge.

• Make learners aware of any policies concerning learner conduct and the expectations for
academic honesty. If your school or agency has an honor code, consider asking learners to
sign a statement promising they will abide by it.

• Watch for consistency in each learner’s work. If a person has a history of making
grammatical errors, but then turns in a particularly well written assignment, it could be that
the person copied someone else’s work, perhaps even unintentionally.

15: Initial Planning Checklist

P
lanning is critical to help learners master intricate and difficult procedures. Taking the time
to plan will help ensure nothing remains undone or unaccounted for. Planning will also
help prevent last-minute emergencies. It gives you time to organize your lessons and
revise them if needed. This checklist guides you through the planning process. Refine the steps
to suit your particular needs.

1. Choose a lesson as a basis for a self-paced learning module.

2. List the objectives that each lesson will cover.
Note: You can make a simple list on paper or create a table in MS Word.
3. Annotate the objectives list with titles, ID number, and locations of instructional material
you currently use with the existing lesson.
4. Add the names, proposed ID number, and locations of instructional content that is readily
available.
5. Add the names and proposed ID number of any content that you need to develop.
6. Sequence the lists into an occupationally logical flow.
7. Insert evaluation and assessment checkpoints into the list.
8. Save your lists.

27
Module 2
Creating the Cover Sheet/Objective Sheet

Objectives

1. Profile the cover sheet/objective sheet.

2. Identify guidelines for creating a cover sheet/objective sheet.
3. Complete the cover sheet/objective sheet checklist.

1: Cover Sheet/Objective Sheet Profile

T
he cover sheet/objective sheet summarizes each module for the learner and the instructor.
It serves as a “table of contents” for the module. It also explains to the learner the
importance and/or relevance of the module to the larger course of study (the context of
the module).

The outline of the cover sheet/objective sheet should include these elements:

 Program Title—The program title should identify the larger program to which the module
belongs.
Example: Building and Grounds Maintenance

 Module Title—The module title should be the same as a unit or chapter title in your
curriculum (unless you are creating all of the contents of a module). It should also include
the module reference number that follows the numbering system for modules at your
technology center.
Example: “BGM A-1: Orientation to Building and Grounds Maintenance”

 Introduction—The introduction provides the rationale for the module. It should introduce
learners to the module topic and its importance to them. It should relate the module to the
learners’ experiences and to their “need to know,” help capture their interest, and focus
their thoughts. The Introduction also serves as an “advance organizer” for learners.

 Prerequisites—The prerequisites should identify any modules that learners should have
already successfully completed. It should refer to those modules by title and number.

28
 Module Objective—The module objective states the overall goal of the module. It states
what the learner will be able to do after successfully completing the module. (It may also
identify the standards used to measure learner performance.)

 Specific Objectives—The specific objectives is a listing of the objectives or competencies

that learners must complete to reach the module objective. They are listed in the sequence
in which learners must complete them.

 Other—As determined by the format for self-paced learning modules at your school.
Examples: reference to latest revision date, reference to recommended/needed time range
(to complete the module)

Note: For digital delivery, begin the instructional development process as you would for print to
make it easier to visualize and organize the content. Include the same curriculum features.
Reviewed and edit the curriculum before posting the content online. Create web links to each
component in the digital course.

2: Cover Sheet/Objective Sheet Guidelines

• Create a cover sheet/objective sheet for each unit of instruction in your curriculum. If you
are using a product that already contains much of the cover sheet/objective sheet
information, add your program-specific information.

• Use the approved numbering system for modules at your school, if applicable.

• Write the introduction:

o Keep it short (one paragraph).
o Use the second person conversational style (so that you are speaking directly to the
learner).
o Use short sentences with appropriate terminology.

• Identify the specific objectives for each module:

o If your course/program already specifies the specific objectives or competencies each
learner must master, repeat those that apply to the individual learning module.
Examples: objectives from your lesson plan for a particular module; objectives from a
national standard or duty-task list; objectives from a textbook chapter/unit
introduction; etc.

29
 o If specific objectives or competencies are not provided, or if you are creating the
module content, then you must write the specific objectives:
 Use the second person form, starting with the verb (performance term).
 Use the appropriate verb for the content presented or for the performance
required.
Examples: list, match, solve, apply, etc.
 Organize the objectives in a sequence that is logical for the occupation or program.
Example: Knowledge-level objectives should come before the related task-level
objectives. Simpler or enabling competencies should come before higher-order ones.
 Identify the assignment and/or job sheet objectives where they logically fit in the
sequence of instruction.
Example: Put “Assignment #” or “Job Sheet #” in parentheses after the objective
statement.

• Make sure that learning activities—assignment or job sheets—satisfy the following criteria:
o Relate directly to the module objective.
o Allow for essential skill practice.
o Vary to maintain learner interest.
o Provide for feedback and reinforcement of performance

3: Cover Sheet/Objective Sheet Checklist

T
his checklist will help you to start planning a cover sheet/objective sheet for one self-paced
learning module. In this activity, you will record some notes for a cover sheet/objective
sheet that you can create later. You can then apply this skill to the other modules in your
curriculum/program.

Respond to each item. Review your responses later as a starting point for creating a cover
sheet/objective sheet.

1. Name the program title that would apply to your self-paced learning modules.

2. Identify one of the module titles.

Note: Use a unit/chapter title from your curriculum, or other instructional materials, or
think of a set of related specific objectives or competencies. What title would you give to
that set?

30
3. Write a sample Introduction for your module. Write 4 to 5 sentences that:
• Provide the rationale for the module.
• Introduce learners to the module topic and its importance.
• Relate the module to the learners’ experiences and to their “need to know."
• Help capture learners’ interest and focus their thoughts.
Note: You can modify this introduction from an existing unit introduction or it can be
something original that you write.

4. Identify prerequisites that would apply to this module. State “None” if there are no
prerequisites.

5. Write the module objective for this module. State the overall goal of the module (what the
learner will be able to do after successfully completing the module).

6. Identify the source of the specific objectives for this module. For example:
• Does an existing list of objectives apply to this module? Repeat those specific objectives.
• Does a textbook unit/chapter list of objectives or topics apply to this module? Repeat or
modify those specific objectives.
• Does a national standard or other skill standard apply? Write those specific objectives.
• If none of the above applies, write original specific objectives for this module. Make sure
the specific objectives cover the content (what learners must know and do).

7. Estimate the time learners should need to complete this module.

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Module 3
Creating the Vocabulary List

Objectives

1. Profile the vocabulary list.

2. Identify guidelines for creating a vocabulary list.
3. Complete the vocabulary list checklist.

1: Vocabulary List Profile

T
he vocabulary list defines key terms relating to the specific objectives in each module. The
purpose of identifying and defining these terms is to help learners to use them
appropriately in context. They also contribute to learners’ understanding of the objectives
where the terms appear. The vocabulary list usually includes technical or occupational terms
that directly apply to the objectives in the module. It can also include general terms that
learners should be able to use correctly.

Terms and definitions from the vocabulary list can be included in the pretest/posttest for the
module. You can also include them in a separate “vocabulary test” component that you create.

Note: In a digital course or learning management system, terms and their definitions may exist
in a glossary, or they may be a feature within individual objectives. Also, most learning
management systems include an interactive glossary that enables teachers to organize and
display key terms. In most digital glossaries, instructors have the option to automatically link
terms and phrases in the text to their definition.

2: Vocabulary List Guidelines

• Create a vocabulary list for each unit of instruction in your curriculum. If you are using a
product that already contains terms and their definitions, refer learners to them.
• Identify terms in each module that should be defined, including:
o Highlighted terms in the content.
o Technical terms, abbreviations, and jargon unique to the content.
o Terms used in the workplace with respect to the specific objectives.
o General terms that learners should use correctly.

32
• State each term using lowercase letters (unless a proper noun).

• Write each definition as a sentence fragment beginning with a lowercase letter.

Example:
split application—dividing the year’s fertilizer into two or more parts; often a portion of the
fertilizer is applied before planting and later applications are made after growth has begun

• Write to the learner’s level of expertise and comprehension.

• Separate parts of a definition, if needed, using semicolons.

• Alphabetize your final list.

3: Vocabulary List Checklist

T
his checklist will help you start a vocabulary list for one self-paced learning module. In this
activity, you will identify some terms for a vocabulary list you can create later. You can
then apply this skill to the other modules in your curriculum/program.

1. Think of the module you summarized in the cover sheet/objective sheet checklist. What are
three to five terms you would define for the specific objectives in that module?

2. Write or locate a simple definition for each term.

3. Review this checklist later as a starting point for creating a vocabulary list.

33
Module 4
Creating the Learning Plan

Objectives

1. Profile the learning plan.

2. Identify guidelines for creating a learning plan.
3. Complete the learning plan checklist.

1: Learning Plan Profile

T
he learning plan is a guide to learners’ self-study. It guides each learner step-by-step
through the content of a module. This content can range from all-commercial content
(from publishers, media providers, and other sources), all instructor- or school-developed
content, or a combination of both.
Example: The steps you list in the learning plan can refer to a combination of existing
resources and those you develop. Resources can include textbooks, videos, websites,
handouts, lab equipment, as well as content you develop to supplement or revise the
existing materials you use.

The learning plan also specifies the sequence of experiences each learner must follow to
complete the module. It does this by listing the steps in a numbered order that you determine.

Note: The order of activities in the learning plan should parallel the order of the specific
objectives from the module cover sheet/objective sheet.

2: Learning Plan Guidelines

Create a learning plan for each unit/module of instruction. Build each learning plan by following
these steps in order.

1. Make a list of the module’s specific objectives, by number. For each assignment or job
sheet objective, put the action verb “Do” before each objective number. For the remaining
objectives, put the verb “Study” before each objective number.

34
 Example:
STUDY Objective 1.
STUDY Objective 2.
STUDY Objective 3.
STUDY Objective 4.
DO Objective 5, Assignment 1.
STUDY Objective 6.
DO Objective 7, Assignment 2.
STUDY Objective 8.
DO Objective 9, Assignment 3.

2. Expand each STUDY or DO statement. Add more specific instructions to identify where the
objective content is located. It can include existing resources, content you developed, or a
combination.

Example:
STUDY Objective 1. Go to your textbook, Unit 6, page 87.
STUDY Objective 2. Go to your textbook, Unit 6, page 92.
STUDY Objective 3. Go to Information Sheet 1 in this Learning Module.
STUDY Objective 4. Go to Information Sheet 2 in this Learning Module.
DO Objective 5. Go to Assignment 1 in this Learning Module.
STUDY Objective 6. Go to your textbook, Unit 6, page 122.
DO Objective 7. Go to Assignment 2 in this Learning Module.
STUDY Objective 8. Go to your textbook, Unit 6, page 127.
DO Objective 9. Go to Assignment 3 in this Learning Module.

3. Add new statements to guide learners to other media and to other components in the
module, as appropriate. Insert them in the proper sequence.

4. Decide if and where to add opportunities for discussion, collaboration, and/or feedback
within the sequence.
Examples: Are team or group discussions appropriate? Are team or instructor reviews of
draft work needed? Are quizzes, team activities, or additional application activities needed?

35
5. When your list is finished, number each item.

Use standard text to create the learning plan for each module. Block, copy, and edit the text
from a previous learning plan; or, create a template of standard text.

If you will create new content for a module, develop and organize those components first.
Then, create the learning plan. It will be easier for you to create the learning plan if you have
already developed and sequenced the module’s contents.

Note: In a digital course, the way the course is organized and the links to the various
assignments and activities should follow the structure of the learning plan.

3: Learning Plan Checklist

T
he following checklist will help you create a learning plan for a self-paced learning module.
Choose activities that would guide a self-directed learner through a unit/module of
instruction. You can then apply this skill to the other modules in your curriculum/program.

Respond to each item. Review this checklist later as a starting point for creating a learning plan.

1. From your responses to the cover sheet/objective sheet checklist, identify three to five
specific objectives for a self-paced learning module. List them by number only (Objective 1,
etc.) and leave space between each.

2. Add the appropriate verb “DO” or “STUDY” in front of each objective.

3. Add more specific instructions to identify where the content is located for each objective.

4. Add new statements to guide learners to other media and to other components in the
module, as appropriate.

5. Decide if and where to add opportunities for discussion, collaboration, and/or feedback
within the sequence.

6. Number each item in the final list.

7. Update the learning plan for each module as you find or remove resources.

36
Module 5
Developing Information Sheets

Objectives

1. Profile the information sheet.

2. Identify guidelines for creating information sheets.
3. Apply considerations for content and style.
4. Describe online search techniques.
5. Complete the information sheet checklist.

1: Information Sheet Profile

The information sheet applies:
• If you add new objectives.
• If you made any content changes (such as to update the content or to localize instruction).
• If all of the content is original (such as a module you are adding to a curriculum).
• If equipment, tools, machines change.
Example: You may have to revise or replace diagrams or instructions.

The information sheet provides “must know” content that is not provided in other learning
resources (textbooks, videos, handouts, websites and other sources). It should include content
that is worth testing over on the pretest/posttest.

The information sheet can supplement existing content resources or it can provide all of the
cognitive content for a module.
Example: If you are creating all of the content for a module (there are no other sources of
the content), then the information sheets are the components that present that content.
For example, assume you want a module that serves as an introduction to your program.
You would want to address topics such as learner and teacher responsibilities, safety rules,
tool usage, facilities orientation, and emergency response procedures. This content is
original; it does not come from your textbooks, lab workbooks, or other learning resources.
You would create separate information sheets for each topic.

37
2: Information Sheet Guidelines
• Determine the need for the information sheets in a module:
o Is any essential (testable) content missing from other learning resources (textbooks,
videos, handouts, websites or other sources)?
Examples: Content that you create, supplemental content, new or revised objectives
o Are any specific objectives (from the cover sheet/objective sheet) new or revised?
o Do any assignment or job sheet objectives require enabling knowledge or skills?

• Outline each information sheet before writing it.

Note: An outline will help you to organize the content of the information sheet in advance.
It can also make it clear whether you have left anything out or included too much! An
outline also works as a time management tool; it gives you an idea of the time needed to
write the information sheet.

• Make sure each information sheet relates to one or more specific objectives in the module.

• Use multiple sources for each topic, if possible.

• If you add an assignment or job sheet, add the necessary information sheets to prepare the
learner to complete the written or hands-on tasks.

• Write to the learner’s level of expertise and experience.

Note: As you write, imagine you are the learner reading the content. Is it simple and direct?
Is it easy to understand?

• If the information sheet content already exists—such as a handout you have been using or a
school form—and the content is not copyrighted by anyone else, use the content as-is or
edit as needed.
Example: You could type “Information Sheet” and its number on the existing document, or
type and edit the content to satisfy your requirements.

• Use familiar terms and vocabulary relevant to the occupation or field.

• Include required figures and/or graphics as appropriate.

38
• Number your information sheets so you can easily refer to them.
Note: Numbering each information sheet allows you to guide learners to the specific
component in the learning plan.

• Review each information sheet. Make sure it contains only the needed content.

• Limit the scope and length of each information sheet. Make sure the learner can complete
each one in a reasonable amount of time.

3: Content and Style Considerations

 Capitalization—Use The Gregg Reference Manual, The Chicago Manual of Style, The
Publication Manual of the American Psychological Association, or other standard to answer
questions about punctuation, grammar, and capitalization.

 Courtesy line—Include a courtesy line to acknowledge the use of original work (other than
copyrighted content). A courtesy line evidences the professionalism of the writer in
incorporating others’ work. It can also help you to track the sources of the content in your
modules. The source of the original work may specify the preferred wording of a courtesy
line. If not, then create your own.
Example: “Courtesy of Oklahoma Forestry Division, State Department of Agriculture.”

 Hazard alerts/warnings—Include appropriate hazard alerts where needed. If used, they

should appear before the learner performs the activity being warned about. When the same
alert is appropriate in multiple places, use the same wording in each alert. Choose the
appropriate alert as follows:
DANGER—Use if the situation will lead to death or serious injury if not avoided.
WARNING—Use if the situation could lead to death or serious injury if not avoided.
CAUTION—Use if the situation could lead to minor or moderate injury.
NOTICE—Use if the situation could cause property damage only.
IMPORTANT—Use to refer to operating or maintenance tips.

 Pronouns

• Structure your text to be gender-neutral. Use plural nouns and pronouns. In the case of
scenarios or case studies, balance your use of male and female names.

• Use the pronoun “you” when you are writing directly to the learner.

39
 Referencing

• Book titles—Refer to book titles in text by title in italics (or underline the title).

• Internet addresses—When referring to an internet address in text, place punctuation (such

as a period) outside the symbols.

• Videotapes—Refer to videotape titles in text by title/name of production in italics.

• References—Cite your sources following the guidelines of an organization such as the

American Psychological Association (APA).

 Sequencing—Present simple concepts before more complex ones.

 Writing style

• Write in active voice.

Example: “The technician produces the required result…” instead of “The required result is
produced by the technician…”

• Use the pronoun “you” when writing directly to the learner (reader).

• Use the articles “a,” “an,” and “the” (instead of writing in “telegram style” without articles).

• Use complete sentences as often as appropriate.

• Use “white space,” such as ample margins or double-spacing between paragraphs, to

encourage reading.

• Avoid mixing several fonts.

• Avoid blocks of text in UPPERCASE letters. Uppercase text is hard to read in lengthy
segments. It is fine for major headings or other limited uses.

Note: When formatting information for an online course, divide content according to
subheadings. This will limit excessive scrolling. In addition, even though educational materials
often are printed in black and white to reduce costs, formatting for the web allows the use of
spot colors for headings and subheadings, photos, and charts.

• For more tips to improve your writing, check the handy guide produced as a part of the
Federal Plain Language Guidelines:
http://www.plainlanguage.gov/howto/guidelines/FederalPLGuidelines/index.cfm

40
• The Plain Language Action and Information Network (PLAIN) also offers some humorous
“rules for good writing”:
http://www.plainlanguage.gov/examples/humor/writegood.cfm
• The U.S. EIA (Energy Information Administration) has an easy-to-use style guide that can
help improve your writing:
https://www.eia.gov/about/eiawritingstyleguide.pdf
• The Centers for Disease Control and Prevention has a free guide:
https://www.cdc.gov/healthliteracy/pdf/Simply_Put.pdf

4: Online Search Techniques and Sources

T
he internet can be a key resource as you develop your own information sheet content. A
search engine is a database of web page files. When you initiate a search, you are asking
the search engine to match the keywords you provided to the text in the pages and
documents in the database. As a result, a simple search request can yield hundreds of results.
To find the most useful resources, it is important to use search techniques that can help to filter
your search results. One technique is to use or, and, and not:
• If you search for “nuts or bolts,” your search results will include links related to either nuts
or bolts.
• If you search for “nuts and bolts,” your search results will include links related to both nuts
and bolts in the link.
• If you search for “nuts not bolts,” your search results will include links related to nuts but
will omit links that reference bolts.

Choosing the right keywords is also essential to finding the most appropriate resources. Using
the right keywords will save you many hours of sorting through results that do not meet your
needs. You should use keywords that relate to the essential concept of your search, then
narrow your search results by using more specific terms, as needed. It may be helpful for you to
break your search topic down into key concepts. You can then make a list of possible keywords
that relate to those concepts, before you start your online search.
Example: You want to find online resources about the challenges faced by family caregivers.
Start by searching for “family caregivers,” then search for “family caregiver challenges.”

Some search engines will create a “suggested topics” list based on your search. If so, try those
topics as well. Be sure to check the spelling in your keywords; spelling will affect the results that
the search engine compiles. Use singular and plural forms of keywords to get different results.
Think of synonyms and related terms for the concepts on your list.

41
It is also important to enclose your keywords in quotation marks. Without quotation marks, the
search engine will search for each keyword individually, which will generate many more results
that are not specific to your topic.
Example: Search for “learning disabilities adults” instead of learning disabilities adults.
A number of search engines exist. No single search engine can access the entire web. Some
search engines are general; others specialize by subject area. (You can search online for “search
engines list” to come up with a current list.)

Some of the most common general search engines include ask.com, bing.com, dogpile.com,
google.com, google scholar (scholar.google.com), and yahoo.com.

It is important to remember that the results of your online searches do not pass through any
filter for usability. There is no digital review process that sorts out the usable from the junk
resources. The sorting process is up to you. Once you have found some resources, you must
decide whether those sources are valid. A valid resource is one that is relevant to the subject,
accurate, and objective (not based on opinion, point of view, or special interest support).

To help ensure content validity, create content based on multiple sources of information. Some
key questions to ask about sources include:
• Does the source target an audience similar to your group of learners?
• Is the author (of the online content) qualified in the subject? If no author is listed, was the
information produced by a reliable source, such as a government agency or university?
• What do other users say about the content (in their reviews/comments)?
• Do professionals in your field rely upon this resource? Do your professional colleagues have
an opinion about the resource?
• Do reputable organizations and authorities cite this source?
• Does the content include research-based information (rather than editorializing or stating
opinions)?
• Could advertising or endorsements suggest that the content may be influenced by private
companies, political organizations, or other groups?
• How is the reported data gathered?
• Does the source include a date indicating whether it has been posted or updated within the
last three years?
• Is there evidence of a content and design standard?
• Is there evidence of a formal review process such as editing?

42
5: Information Sheet Checklist

T
his checklist will help you create information sheets for a self-paced learning module. You
will list some topics that could become separate information sheets. You can then apply
this skill to the other modules in your curriculum/program.

Respond to each item. Review this checklist later as a starting point for creating an information
sheet.

1. Review the specific objectives you listed for the cover sheet/objective sheet checklist.

2. Determine whether you must develop new information sheets to cover those specific
objectives:
A. Are all of the specific objectives already covered by your existing learning resources? If
Yes, then you probably do not need to develop information sheets.
B. Do any of the following apply? If Yes, then you may need to develop one or more
Information sheets:
• Add new objectives?
• Any content changes (such as to update content or to localize instruction)?
• All of the content is original (such as a module you are adding to a curriculum)?
• Equipment, tools, or machines change?

3. Write the topics (from the cover sheet/objective sheet checklist) that may require new
information sheets.

4. What are three to five resources you could use to develop the information sheet(s)?

43
Module 6
Developing Assignments

Objectives

1. Profile the assignment.

2. List benefits of grading rubrics.
3. Identify guidelines for creating assignments.
4. Complete the assignment checklist.

1: Assignment Profile
The assignment applies:

• To add new application-type objectives.

• To update/revise an existing assignment.
• To provide a practical application for new information sheet content.
• To allow learners to apply higher-order thinking skills.
Examples: problem solving, synthesizing, analyzing, evaluating
• To allow learners to participate in cooperative learning activities.

Each assignment immediately follows one or more information sheets that enable or prepare
the learner to complete the assignment. The assignment addresses the learning levels at or
above the application level. It allows learners to perform non-psychomotor activities related to
occupational tasks. (Assignment activities have been described broadly as “paper-and-pencil”
activities to distinguish them from “hands-on” activities in the job sheets.)

Assignment activities can involve software, video, handouts, models, online resources, and
other resources as appropriate to the activity. They can also be “paper-and-pencil” activities.
Each assignment should be a valid task and reflect skills needed for employment or course
completion.

The format of each assignment activity may vary as appropriate for the activity. For example, it
could include a set of questions to answer, forms to interpret or complete, or diagrams to
study.

44
Each assignment should include the following elements:

 Objective. Each assignment should match a specific objective from the cover
sheet/objective sheet. The objective should be an exact restatement of the objective
number and text as it appears on the cover sheet/objective sheet.

 Introduction. This is a short lead-in to the activity. It can describe the context of the activity,
its importance in the workplace, its relationship to other objectives, etc.

 Equipment and Supplies. This is a list of the resources required for the learner to complete
the activity.

Examples: paper, pencil or pen, video (title), software (title), internet access, tools, manuals,
lab equipment/supplies

 Instructions. This section lists the steps to complete the assignment activity, written in the
form of directions to the learner. Instructions must be specific and detailed. They must
enable learners to successfully complete the activity on their own.

 Evaluation Criteria (Optional). This section lists the criteria the instructor will use to
evaluate each learner’s completed activity. The evaluation criteria can be in the form of a
rubric.

Note: If you include this element on one assignment, you should include it on all
assignments in a module and in all modules in a curriculum/course.

You should list the answers to each assignment activity in the appropriate instructor
component. Digital courses may allow for automatic scoring of assignment activities.

2: Grading Rubrics

A
rubric is a grading tool that explicitly states the expectations for an assignment or
item of work. It separates the activity or work into its component parts or
attributes and describes the characteristics of each part or attribute along a scale
of mastery levels.

A common format for a rubric is a table that lists the grading criteria in one column, with the
other columns identifying the various levels of performance and the score for each level. A
description explains each performance level. A rubric may specify a single point value for each
level of performance/achievement, a range of points, or no points (if the rubric is intended to
provide feedback only).

45
Example: A rubric template

ACTIVITY:
Performance Performance Performance
Level 3 Level 2 Level 1
Points/Range Points/Range Points/Range

Criterion 1 Description Description Description

Criterion 2 Description Description Description

Criterion 3 Description Description Description

Criterion 4 Description Description Description

Criterion 5 Description Description Description

Grading rubrics are a helpful tool in self-directed learning, whether in print or digital form.
Rubrics are often the basis for assignment or activity evaluation and are a part of the
assignment or activity. You can search online for sample rubrics for almost any subject or
activity. You can also create them yourself using an online rubric generator or even a blank
sheet of paper. Benefits of rubrics include:
• Provide learners and others (such as parents and employers) with expectations in advance.
• Improve feedback to learners.
• Help to evaluate higher-order skills or complex activities.
• Encourage learners to become self-directed.
• Encourage learner self-assessment.
• Remove subjectivity from grading (and reduce disagreements with learners).
• Make grading easier and reduce the time required for grading.
• Can help motivate learners by providing a standard in advance of performance.
• Allow for consistent grading by different teachers or evaluators.
• Encourage teachers to reflect upon their content and prioritize what they want learners to
achieve.

46
Example: A rubric for an oral presentation

Oral Presentation Grading Rubric

Learner
9-10 pts. 7-8 pts. 0-6 pts. Score Teacher Comments
Preparedness Learner is Learner seems Learner does not
completely fairly prepared seem prepared
prepared and has but could have to present.
clearly rehearsed. used more
rehearsal.
Stays on Stays on topic all Stays on topic It was hard to
Topic of the time. most of the time. tell what the
topic was.

Speaks Speaks clearly and Speaks clearly Often mumbles

Clearly distinctly all the and distinctly or
time, and most the time. mispronounces
mispronounces Mispronounces words. Hard to
no words. words understand.
occasionally.
Posture and Stands up Stands up Slouches and/or
Eye Contact straight, looks straight and does not look at
relaxed and establishes eye people during
confident. contact some of the presentation.
Establishes eye the time during
contact during the presentation.
the presentation.
Content Shows a full Shows a good Does not seem
understanding of understanding of to understand
the topic. the topic. the topic very
well.

Total Points 50 points possible

Note: When setting up assignments in a web-based course, keep in mind that most learning
management systems include the ability for instructors to add scores to an online rubric by
simply clicking the appropriate box.

47
3: Assignment Guidelines
• Restate and number the assignment objective exactly as it appears on the module cover
sheet/objective sheet.

• In the Introduction, consider information such as the following:

o Technical or procedural information that applies to the specific activity.
o Explanatory information about the procedure or activity that would not be known
otherwise.
o Hazard alert or cautionary information for special emphasis.
o The context of the activity, its importance in the workplace, and its relationship to other
objectives.

• Arrange the items in the Equipment and Supplies list in a logical order.
Examples: alphabetical order, logical groupings, food and non-food items, items for
checkout, and personal (consumable) items
• Write the Instructions in the second-person form (directly to the learner).

• Begin each instruction with a verb (as with a command).

• Include opportunities for learner collaboration, communication, and/or reflection as

appropriate.

• State the evaluation criteria, if included, in terms of objective measures of the learner’s
work. Consider a rubric approach that defines levels of performance.

• Identify multiple opportunities for feedback to the learner, as appropriate, from the
instructor, peer groups, team members, industry representatives, and other sources.

• When posting assignments on the web, format them as a web page when possible to
ensure accessibility. When using PDFs, make sure text can be scanned using a text reader.

• In an online course, make sure learners understand how to submit their completed
assignments.

48
4: Assignment Sheet Checklist

T
his checklist will help you create an assignment for a self-paced learning module. You will
outline what could become an assignment. You can then apply this skill to the other
modules in your curriculum/program.

Respond to each item. Review this checklist later as a starting point for creating an assignment.

1. Review the specific objectives you listed for the cover sheet/objective sheet checklist.

2. Determine whether you must develop a new assignment:

A. Do your existing learning resources already include all of the necessary assignments? If
Yes, then you probably do not need to develop an assignment.

B. Do any of the following apply? If Yes, then you may need to develop one or more
assignments:
• Add new application-type objectives?
• Update/revise an existing assignment?
• Provide a practical application for new information sheet content?
• Allow learners to apply higher-order thinking skills?
• Allow learners to participate in cooperative learning activities?

3. If (2.B) applies, write the objective for the needed assignment.

4. Write a sample Introduction for the assignment. Write three to five sentences that
address:
• Technical or procedural information that applies to the specific activity;
• Explanatory information about the procedure or activity that would not be known
otherwise;
• Hazard alert or cautionary information for special emphasis; and/or
• The context of the activity, its importance in the workplace, and its relationship to
other objectives.

5. What equipment and supplies are needed? List one to five items.

6. How would you instruct learners to complete the activity? Write your instructions.

7. What are resources you could use to develop the assignment activity?

49
 8. What criteria would be appropriate to evaluate each learner’s completed work? List the
criteria. Find a related grading rubric online, or create your own using an online rubric
generator or a sheet of paper. See the blank rubric template below.

Example: Blank rubric template

ACTIVITY:
Excellent Good Poor Missing
3 pts. 2 pts. 1 pt. 0 pt.

50
Module 7
Developing Job Sheets (Performance Tests)

Objectives

1. Profile the job sheet.

2. State guidelines for developing performance test items.
3. Describe hazard alerts in performance tests.
4. Identify guidelines for creating job sheets.
5. Complete the job sheet checklist.

1: Job Sheet Profile

The job sheet applies:
• If you add new psychomotor-type (hands-on task) objectives.
• If a task or procedure changes due to new standards, new equipment, or safety
requirements.

The job sheet gives learners step-by-step procedures for performing manipulative or
psychomotor occupational tasks. It also records the instructor’s evaluation of each learner’s
performance in terms of both the process and the product. Each job sheet should be a valid
task and reflect skills needed for employment or course completion.

Each job sheet should include the following elements:

 Objective. Each job sheet should match a specific objective from the cover sheet/objective
sheet. The objective should be an exact restatement of the objective number and text as it
appears on the cover sheet/objective sheet.

 Introduction. This is a short lead-in to the procedure. It can describe the context of the task,
its importance in the workplace, its relationship to other objectives, etc.

 Equipment and Supplies. This is a list of the required resources the learner needs to
perform the task.
Examples: tools, lab equipment/supplies, utensils, personal protective equipment,
manufacturers’ manuals

51
 Procedure. This section lists the numbered steps to perform the task. It is written in the
form of statements to the learner. Diagrams, illustrations, and photographs may be
included as needed to assist the learner in performing the task.

 Skill Test Record. This section serves as the evaluation record. It provides space for the
instructor to comment on the learner’s performance. It also lists the criteria the instructor
will use to rate the learner’s performance of the task.

Example:

SKILL TEST RECORD

Evaluator note: Rate the learner on the following criteria by circling the appropriate numbers.
Each criterion must receive a rating of “3” or higher to demonstrate mastery. (See Key below.)
A learner who is unable to demonstrate mastery should review the material and submit
another product for evaluation.

Criteria:

4 3 2 1 Product meets manufacturer’s installation specifications

4 3 2 1 Product meets manufacturer’s adjustment specifications
4 3 2 1 Product includes proper components/materials
4 3 2 1 Product meets performance requirements
4 3 2 1 Product appearance meets industry standards

Evaluator note: To obtain an average rating for the Profile of Training Mastery, total the points
in Product Evaluation and divide by the total number of criteria. Circle the rating on the Key
below.

4 Skilled — Can perform job with no additional training

3 Moderately Skilled — Has performed job during training program; limited additional training
may be required
2 Limited Skill — Has performed job during training program; additional training is required to
develop skill
1 Unskilled — Is familiar with process, but is unable to perform job

EVALUATOR’S COMMENTS:

52
2: Developing Performance Test Items
• The precise behavior called for in the performance objective for a task should also be
required for the performance test.

• If a process is critical to performing the task competently on the job, the performance test
(job sheet) must include items that assess how the learner performs the task. Someone
must actually observe the learner, at least during the key steps.
Example: Include boxes beside each process step for the observer to check off or to rate.

• If producing a completed product is important to be competent, the performance test must

include product-related items and the finished product must be subject to critical
evaluation.
Example: Include the criteria that describe an acceptable product, such as in a rubric.

• If both process and product are important, include items to assess both.
Example: Include the process steps in order and with check-off boxes for the observer, as
well as a rubric that describes the acceptable product upon completion of the process.

• Several evaluators/observers using a performance test should rate a single learner’s

performance in a very similar way.

• Consider whether the learner should repeat a task multiple times, possibly under varying
conditions or separated by time, or both.

• Each learner should perform each task independently. Administering performance tests to a
group assesses only the competence of the group.

3: Hazard Alerts in Performance Tests

I
nclude appropriate hazard alerts where needed in performance tests (job sheets). If used,
they should appear before the learner performs the step being warned about. When the
same alert is needed in multiple places, use the same wording in each alert. Choose the
appropriate alert as follows:

DANGER—Use if the situation will lead to death or serious injury if not avoided.
WARNING—Use if the situation could lead to death or serious injury if not avoided.
CAUTION—Use if the situation could lead to minor or moderate injury.

53
 NOTICE—Use if the situation could cause property damage only.
IMPORTANT—Use to refer to operating or maintenance tips.

4: Job Sheet Guidelines

• Restate and number the job sheet objective exactly as it appears on the module cover
sheet/objective sheet.

• In the Introduction, consider information such as the following:

o Technical or procedural information that applies to the specific activity;
o Explanatory information about the procedure or activity that would not be known
otherwise;
o Hazard alert or cautionary information for special emphasis; and/or
o The context of the procedure, its importance in the workplace, and its relationship to
other objectives.

• Arrange the items in the Equipment and Supplies list in a logical order.
Examples: alphabetical order, logical groupings, items for checkout, and personal
(consumable) items

• In the Procedures section:

o State each step in the second-person form (directly to the learner).
o Begin each instruction with a verb (as with a command).
o Make sure process steps are observable, measurable, clear and concise, and cover
major component procedures.
o Include appropriate hazard alerts where needed.

• Number the steps in the procedure.

• For the Skill Test Record:

o Identify appropriate and objective criteria to evaluate the product of the job sheet task.
o For the product evaluation criteria, identify the rating scale that applies.
Example: You could use a scale from 1 to 4, with “1” meaning “Unskilled” and “4”
meaning “Skilled.”

54
5: Job Sheet Checklist

T
he following checklist will help you create a job sheet for a self-paced learning module. You
will outline what could become a job sheet. You can then apply this skill to the other
modules in your curriculum/program.

Respond to each item. Review this checklist later as a starting point for creating a job sheet.

1. Review the specific objectives you listed for the cover sheet/objective sheet checklist.

2. Determine whether you must develop a new job sheet:

A. Do your existing learning resources already include all of the necessary hands-on
tasks/procedures? If Yes, then you probably do not need to develop a job sheet.
B. Do any of the following apply? If Yes, then you may need to develop one or more job
sheets:
• Add new psychomotor-type (hands-on task) objectives?
• Task or procedure changes (due to new standards, new equipment, safety
requirements, or other changes)?

3. If (2.B) applies, write the objective for the needed job sheet.

4. Write a sample Introduction for the job sheet. Write three to five sentences that address:
• Technical or procedural information that applies to the specific task;
• Explanatory information about the procedure or task that would not otherwise be
known;
• Hazard alert or cautionary information for special emphasis; and/or
• The context of the procedure, its importance in the workplace, and its relationship to
other objectives.

5. What equipment and supplies are needed to perform the task? List the items.

6. How would you instruct learners to complete the task? Write the steps in the procedure.
Note: You could use your smartphone to make a rough video as you perform the task, then
review the video as you write out the individual steps for learners to follow.

7. Identify resources you could use to develop the job sheet.

Examples: personal expertise, guides and manuals, photos, videos

8. Identify the criteria appropriate to evaluate each learner’s completed task. List the criteria.

55
Module 8
Writing the Pretest/Posttest

Objectives

1. Distinguish between cognitive testing and performance testing.

2. State advantages and limitations of cognitive test item types.
3. State guidelines for developing cognitive test items.
4. “Decode” common test terms to improve learners’ understanding.
5. Explain how to write multiple-choice test items.

1: Cognitive and Performance Testing

 Cognitive testing—Evaluation of the cognitive objectives in a “body of knowledge” (a
module)
• Allows for evaluation of the enabling competencies for performance tasks.
• Allows for match between test item and desired competency level.
• Contributes to alignment among objectives, content, and evaluation.

Cognitive testing is achieved through a pretest/posttest that covers the cognitive objectives in a
unit/module. The pretest/posttest can be in written form or can be interactive as a feature of a
school’s learning management system (LMS).

You can adopt, adapt, or develop a pretest/posttest for each unit/module of instruction:

• Adopt existing tests. You may be using tests that are already aligned with the objectives in
your learning units/modules. If so, you can use them “as-is” for pretests/posttests.
Examples: CIMC curriculum includes unit tests that are aligned to specific objectives. Many
have multiple-choice unit tests. Some publishers’ textbooks may also include a test item
bank or other tests that might be well aligned. They could be suitable as pretests/posttests.

• Adapt existing tests. You may be able to supplement or change unit/chapter tests in
textbooks and other resources to ensure they align with objectives.

• Develop new tests. If you can’t find existing tests to adopt or adapt, you must create your
own tests to use as pretests/posttests.

56
Note: If you notice an error in an LMS-based test, do not change any questions or answers
while the test is active. Instead, make the changes after all learners have completed it, or create
a new copy of the test.

 Performance testing—Evaluation of a process and the resulting product:

• May offer a more accurate picture of the learner’s achievement (mastery).
• May be only measure appropriate for some skills and abilities.
• Allows for observable skill practice.
• Applies knowledge.

Performance testing is achieved through the job sheet. If a process is important, someone must
observe it. If a product is important, key criteria must be identified and checked. The learner
usually completes a performance test in front of the instructor or other qualified authority who
can assess the process and the resulting product. (See Module 7.)

Note: When conducting assessments on an LMS, keep a printable copy stored in the course files
hidden from the learners’ view, in the event learners need the test to be read aloud.

2: Advantages and Limitations of Cognitive Test Item Types

I n addition to the following types of test items for cognitive tests, you may have additional
options in a learning management system (LMS), such as drag-and-drop assessment items
and others.

Table 5
Advantages and Disadvantage of Various Test Item Types
Test Item Type Advantages Limitations
Multiple choice • Eliminates subjective scoring. • Is difficult to write good items.
• Reduces guessing. • Is sometimes hard to find good
• Is versatile—can be used to measure options.
recall of knowledge or application of • Requires longer learner response time
principles. than true-false items.

Matching • Can test large amount of factual • Is often difficult to develop a good set
information in a relatively short time. of matching items.
• Eliminates subjective scoring.
• Is useful in assessing learner’s ability to
match words with definitions, events
with places, concepts with words or
symbols, etc.

57
Table 5 (Continued)
Test Item Type Advantages Limitations
True-false • Allows the teacher to ask questions • Encourages learner guessing.
about a large content area in a short
• Is often misused to test unimportant or
amount of the learner’s time.
highly specific information.
• Eliminates subjective scoring.
• Is fairly limited to recall of information.
• Is a realistic task for many learners
• Is difficult to construct good,
because they are often asked to judge
unambiguous items.
the truth of a statement in real life

Short answer • Is relatively easy to construct. • Is time-consuming to score.

and essay • Can measure more types of complex • Limits the area to be tested since more
achievement. time is required for each learner
• Can place emphasis on larger units of response.
instruction. • Is difficult to score objectively.
• Requires the learner to organize an • Confounds the learner’s ability to
original response. communicate in writing with the actual
• Reduces possibility of learner’s guessing ability to answer the question.
correct answer.

Completion • Reduces the chances of the learner’s • May not be as objective to score as
guessing the correct response. multiple choice, true-false, or
• Is relatively easy to construct. matching.
• Is limited to recall of information
rather than application of principles in
new situations.

3: Developing Cognitive Test Items

Multiple Choice

• If the learner must select the best answer, be sure that only one answer is clearly the best.
• Write the test item so that most of the words are in the stem, not in the options.
• Avoid using negative expressions in the stem and in the options.
• All answer options should be reasonable, practical, and appealing to the learner who does
not know the correct answer.
• The correct answer option should not be obviously shorter or longer than the other options.
• Make the answer options grammatically consistent.
• Order the answer options within a test item in a logical way (alphabetical, numerical).

58
Matching

• The list of premises and responses can be equal or unequal in length.

• Indicate clearly in the directions how the matching is to be done.
Examples:
“Draw a line between each term and its definition.”
“Write the letter of each component in the right column beside the number of its function
in the left column.”
• Arrange the premises and responses in a logical order.
• Include responses that match no premises, responses that match more than one premise,
or both.
• Keep the lists of premises and responses short (about 10 items in each list).

True-False

• Write items that are true or false without additional qualifiers. Do not use true-false items
where the item could be considered true (or false) under certain circumstances, unless the
circumstances are identified in the statement.
• Keep true-false statements short and limited to one idea.
• Make sure your answers reveal no pattern. Vary the amount and order of the true and false
statements within each test and across all tests.
• Avoid using these words in false statements; they give the answer away to learners who do
not know the correct answer: only, never, all, every, always, no, and none.
• Avoid using these words in true statements; they give the answer away to learners who do
not know the correct answer: usually, generally, sometimes, often, may, could, and
frequently.

Short answer and essay

• Be very clear in the question. Identify exactly what you want the learner to respond to and
in what level of detail. Do not ask broad, ambiguous questions.
• Compile a list of exactly what is required in the learner’s answer. Write down all of the
major and minor points to be addressed. Use this list in grading each answer.
• If the purpose is to test what the learner knows in relation to a performance objective (a
hands-on task or objective), do not downgrade a response for poor handwriting or spelling.
However, if handwriting and/or spelling are a part of the criteria for mastery of the
objective—as may be the case with completing a work order form, for example—then tell
the learner that handwriting and/or spelling will be considered.

59
Completion

• Design the question or statement so that there is only one correct answer.
• Do not take statements or sentences directly from a copyrighted source.
• Do not break up a sentence by removing words and replacing them with blanks to the point
that the meaning of the sentence is lost.
• Place the blank(s) at the end rather than the beginning of a sentence.
• Leave enough room for the learner to write in the correct response.
• Leave out unnecessary hints, such as the first letter of the missing word.
• Tell the learner the units to use in the answer (inches, centimeters, cups, etc.).

Note: Formatting multiple-choice questions in a quiz engine allows for the shuffling of answer
choices. However, avoid shuffling the choices if using “All of the above,” “None of the above,”
or “b and c only” answers. You also may consider using multiple-correct-type questions instead
of multiple-choice.

4: “Decoding” Test Terms

Many learners have difficulty taking a test because they simply do not understand the test
terms. Make sure your learners understand the meanings of these 20 common test terms:

Compare find how two or more things are alike

Contrast find how two things are different
Criticize tell about the value of something
Define give a clear meaning
Diagram make a drawing or chart, label all parts
Discuss look at good and bad points and give detailed answer
Enumerate give your answer in outline form
Evaluate like discuss, but you use more of your own opinion
Explain tell how and why about a subject
Illustrate a written answer using a drawing or chart
Interpret explain; tell how and why about a subject
Justify prove answer
List enumerate or put answer down point by point
Outline a systematic writing of major and minor points
Prove show evidence or proof about something
Relate compare; show similar points
Review critically examine and comment on major points
State tell main points
Summarize tell main points
Trace follow event from beginning to end, emphasize main point

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5: Writing Multiple-Choice Test Items
Multiple-choice questions consist of a stem, options (distractors), and a key.

What is the leading cause of death in the 15 to 24 age group?  stem

key * A. accidents
B. cancer  options (distractors)
C. heart disease
D. respiratory disease

1. Stem—A question or an incomplete statement that presents the problem. The stem may be
presented either as a question or as an incomplete statement. The choice of form makes no
difference in the overall effectiveness of the stem, as long as you present a clear and
specific problem. An example of the two different types of stem forms appears below:

Sample Stem Written as a Question:

Which of the basic food groups is richest in calcium?

A. breads and grains

*B. dairy products
C. fruits and vegetables
D. meat and poultry

Sample Stem Written as an Incomplete Statement:

An example of a supply-type test item is the:

A. multiple-choice item
B. true-false item
C. matching item
*D. short-answer item

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2. Options (distractors)—The answer choices or options, referred to as distractors, given to
provide possible solutions to the problem. They function to distract learners who are
uncertain of the answer. Typically, there are four options that consist of one correct answer
(the key) and three distractors.

3. Key—The correct or best answer.

The goal of the multiple-choice item format is to present learners with a task that is both
important and clearly understood, and that can be answered correctly by anyone who has
achieved the intended learning outcome. There should be nothing in the content or structure of
the item that would prevent an informed learner from responding correctly. Similarly, nothing
in the content or structure of the item should enable an uninformed learner to select the
correct answer.

The following rules can guide you as you write multiple-choice test items that function as
intended.

Developing the Stem

1. Present a single, clearly formulated problem in the stem of the item. The stem should
contain only information that is pertinent to the question or problem. The stem should be
worded so that the learner can understand it without reading the options.

Poor: The cell islets of the pancreas:

A. are located around the edge of the pancreas.

B. contain ducts.
C. disappear as one grows older.
*D. produce insulin.

Better: The cell islets of the pancreas secrete the substance called:

A. trypsin.
*B. insulin.
C. tryptophan.
D. adrenaline.

The first example is simply a collection of true-false statements with a common stem. However,
the stem in the second example presents a single problem. A good test to check the clarity and
completeness of a multiple-choice stem is to cover the alternatives and determine whether it
could be answered without the choices.

62
2. State the stem of the item in simple, clear language. The problem in the stem should be
stated clearly, using straightforward vocabulary and should be free of unnecessary complex
wording and sentence structure.

Poor: Cells of one kind belong to a particular group performing a specialized duty. We
call this group of cells a tissue. All of us have different kinds of tissues in our
bodies. Which of the following would be classified as epithelial tissue?
A. adenoids and tonsils
B. cartilage
*C. mucous membranes
D. tendons

Better: Which of the following would be classified as epithelial tissue?

A. adenoids and tonsils
B. cartilage
*C. mucous membranes
D. tendons

The stem in the first example contains unnecessary material that increases the amount of
reading needed for an item, making it more difficult for the learner to distinguish between
relevant and irrelevant material.

3. Put as much of the wording as possible in the stem of the item.

The stem should include as much of the item as possible. If the same words or phrases appear
in all or most of the options, rewrite the stem to include the repetitious material. Note the
following examples:

Poor: In objective testing, the term objective:

A. refers to the method of identifying the learning outcomes.
B. refers to the method of presenting the problem.
C. refers to the method of selecting the test content.
*D. refers to the method of scoring the answers.

Better: In objective testing, the term objective refers to the method of:
A. identifying the learning outcomes.
B. presenting the problem.
C. selecting the test content.
*D. scoring the answers.

63
4. State the stem of the item in positive form, wherever possible.

Avoid using negatives such as NO, NOT, and EXCEPT. If you must use a negative word, write it in
capital letters and underline it so that the learner (the test-taker) will not miss it.

Poor: Which of the following structures of the ear is NOT concerned with hearing?
A. cochlea
B. eardrum
C. oval window
*D. semicircular canals

Better: Which one of the following structures of the ear helps to maintain balance?
A. cochlea
B. eardrum
C. oval window
*D. semicircular canals

Poor: Which one of the following is not a desirable practice when preparing multiple-
choice items?
*A. Shortening the stem by lengthening the alternatives.
B. Stating the stem in positive form.
C. Underlining certain words in the stem for emphasis.
D. Using a stem that could function as a short-answer item.

Better: All of the following are desirable practices when preparing multiple choice items
EXCEPT:
*A. shortening the stem by lengthening the alternatives.
B. stating the item in positive form.
C. underlining certain words in the stem for emphasis.
D. using a stem that could function as a short-answer item.

When negative wording appears in the stem of an item, not only should it be emphasized by
placing it in capital letters and underlining it, but also placed near the end of the statement.

64
5. Make certain that the intended answer is correct or clearly best.

When the correct-answer form is used, there should be only one unquestionably correct
answer. With the best-answer form, the intended answer should be one that content experts
would agree is clearly the best.

Poor: Which of the following types of cattle is a dairy breed?

A. Angus
*B. Guernsey
C. Hereford
*D. Holstein

Better: Which of the following types of cattle is a dairy breed?

A. Angus
B. Brahman
C. Hereford
*D. Holstein

In the first example, both B and D are correct answers. They both are dairy breeds of cattle. In
the second example, the only correct answer is D. All of the other options are breeds of meat
cattle.

Developing the Options

1. Make all options grammatically consistent with the stem of the item and parallel in form.

Be sure to check the options against the wording in the stem to make sure they are
grammatically consistent. This will help to avoid easy elimination of options.

65
 Poor: Penicillin is obtained from a:
A. bacteria.
B. coal-tars.
*C. mold.
D. tropical tree

Better: Penicillin is obtained from:

A. bacteria.
B. coal-tars.
*C. mold
D. tropical tree

In first example, a coal-tars is not grammatically correct when the stem and the option is read
as a complete sentence.

2. Avoid giving clues in the correct answer by providing common verbal associations to
words that are in the stem.

Poor: What is the best way to locate a lawyer for assistance?

*A. Contact a lawyer referral service.
B. Contact a police officer.
C. Look for an ad in the newspaper.
D. Wait until you go to jail.

Better: What is the best way to locate a lawyer for assistance?

A. Ask a police officer.
B. Call a bail bonding agency.
*C. Contact a legal referral service.
D. Look for an ad in the phone book.

Note that in the first example, the word lawyer appears in both the stem and the correct
answer.

66
3. Be sure that the wrong answers are plausible.

The distractors must be attractive to learners who are lacking in knowledge about the material
the item is intended to assess. Therefore, the incorrect answer choices should be logically
consistent with the stem and should represent common errors made by learners at a particular
ability level.

Poor: Subtract 8032

- 5743
*A. 2289
B. 2288
C. 2378
D. 3378

Better: Subtract 8032

-5743
*A. 2289
B. 2389 [failing to change 0 to 9]
C. 3399 [failing to decrease two digits borrowed from]
D. 3711 [subtracting the big number from the small one]

4. Vary the relative length of the correct answer to eliminate length as a clue.

All options should be of approximately the same length. Avoid any tendency to make the
correct answer consistently longer or shorter than the distractors.

Poor: One advantage of multiple-choice items over essay questions is that they:
A. depend more on recall.
B. measure more complex outcomes.
*C. provide for a more extensive sampling of course content.
D. require less time to score.

Better: One advantage of multiple-choice items over essay questions is that they:
A. place greater emphasis on the recall of factual information.
*B. provide for a more extensive sampling of course content.
C. provide for the measurement of more complex learning outcomes.
D. require less time for test preparation and scoring.

67
5. Use the option “none of the above” only when the answer can be classified unequivocally
as correct or incorrect.

The “none of the above” option works better when the stem is stated as a question rather than
a sentence to be completed. An incomplete sentence rarely works because “none of the
above” seldom completes the stem grammatically. Nevertheless, the use of the “none of the
above” option should be avoided.

6. Avoid using “all of the above.”

The “all of the above” option makes it possible to answer the item on the basis of partial
information. Since the learner is to select only one answer, they can detect “all of the above” as
the correct choice simply by noting that two of the alternatives are correct. They can also
detect it as a wrong answer by recognizing that at least one of the alternatives is incorrect, thus
enhancing their chance of guessing the correct answer from the remaining choices. You may
consider using multiple-correct-type questions instead of multiple-choice.

Poor: Which of the following factors must be considered in computing basal energy
requirements?
A. age
B. height
C. weight
*D. all of the above

Better: Which of the following factors must be considered in computing basal energy
requirements?
A. age only
B. weight only
C. height and weight only
*D. age, height, and weight

68
7. Alphabetize the distractors and arrange numerical options in ascending order.

To ensure that the placement of the correct answer, or key, does not follow a pattern that may
be apparent to the learner, the options should be listed in alphabetical order. If the options are
numerical, then the options should be listed in ascending order.

Poor: A communication system for the blind that includes raised dots that are arranged
to represent letters of the alphabet is called:

*A. Braille
B. Sign language
C. Morse code
D. Arabic lettering

Better: A communication system for the blind that includes raised dots that are arranged
to represent letters of the alphabet is called:

A. Arabic lettering
*B. Braille
C. Morse code
D. Sign language

Poor: How long should you feed an orphan calf warm whole milk?

A. 14 days
B. 21 days
*C. 10 days
D. 28 days

Better: How long should you feed an orphan calf warm whole milk?

*A. 10 days
B. 14 days
C. 21 days
D. 28 days

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Module 9
Creating the Answer Sheet

Objective

1. Profile the answer sheet.

Answer Sheet Profile

T
he answer sheet lists the answers to each of the assignments in each self-paced learning
module. It may also list the answers to each pretest/posttest. Include the pretest/posttest
answers on the answer sheet for each module if the learner will check his/her own
answers. If you will check each learner’s answers, then you may prefer leaving the
pretest/posttest answers out of the answer sheet!

The answer sheet should include the following elements:

 Program Title—The program title should identify the larger program to which the module
belongs.
Example: Building and Grounds Maintenance

 Module Title—The module title should be the same as a unit or chapter title in your
curriculum (unless you are creating all of the contents of a module). It should also include
the module reference number that follows the numbering system for modules at your
school.
Example: BGM A-1: Orientation to Building and Grounds Maintenance

 Assignment Answers—This section should list the answers to each of the numbered
assignments in the module.

 Pretest/Posttest Answers—This section lists the answers to the module pretest/posttest. If

you are using a test item bank provided with your instructional materials (such as a
textbook from a commercial publisher), you may prefer to refer learners to the appropriate
answer component.

 Other—As determined by the format for self-paced learning modules at your school.
Example: Reference to latest revision date.

70
 Appendix
SYLLABUS FOR [COURSE TITLE]

Instructor’s Name
Room or Office Number
Email Address

1. COURSE DESCRIPTION
Write a short paragraph describing the course.

2. METHOD OF INSTRUCTION
Write a paragraph describing the delivery format for lectures, lab activities, group
discussions, online activities, and other primary form of instruction; frequency or number of
interim exams/quizzes; reading requirements; hands-on activities; and field trips.

3. COURSE OBJECTIVES [list several]

1.
2.
3.
4.
5.

4. ANTICIPATED SCHEDULE (list all topics/units for the duration of the course)
• Topics/units by week, including a description of assignments and activities
• Due dates of homework and assignments
• Exam dates
• Additional activities, such as field trips

5. TEXTBOOK(S) AND REQUIRED TOOLS OR SUPPLIES

• Required textbook [list the title, edition, author(s), and ISBN]
• Supplies, equipment, and technology needed
• Optional or recommended resources

6. GRADING PLAN
• Specify whether you’re using a letter-grade or a point system
• Explain weight given to course components, such as attendance, quizzes, online
discussions, and final exams; in a competency-based course, explain the mastery level
required for knowledge or skills
Note: Use rubrics to reduce subjectivity when grading difficult-to-quantify assignments
or participation.

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7. POLICIES AND PROCEDURES
1. Describe conditions for accepting late homework assignments, expectations for
attendance and class participation, allowances for make-up exams, consequences for
plagiarism, etc.
2. Classroom and lab safety requirements
3. Emergency procedures

72