Throughout this course, we have looked at ways to make assessment more learner-centered.
When the assessment is learner-centered, it engages students in examining their own learning.
The learner-centered assessment utilizes authentic assessments, self-assessment, and self-reflection in cooperative, collaborative, supportive environments. Learner-centered assessment
is also reliant on immediate, descriptive feedback from the teacher or facilitator.
This module’s presentations suggested the best way to learn more about learner-centered
assessment is to pilot such a test or exam using the Plan-Do-Study-Act (PDSA) cycle (LaLopa,
2003).
In Module 4 Application, you will create and pilot a learner-centered assessment using the
PDSA cycle. Suggestions for an assessment include peer tutoring, editing, or assessing; oral presentations; journal writing; self-assessment; or a reflection paper. You may use one of these or your own idea.
Course Objectives
 Facilitate practices to promote assessment literacy and emphasize student participation
in assessment.
 Describe the characteristics of learner-centered assessment and the importance of
feedback in formative assessment.
Directions:
1) Save and print the Module 4 Application PDF.
2) Create a 3-page Word or text document for your response. Use 12-point Arial or Times New
Roman font.
3) Use APA (6th edition) format for the title page, references page, and in-text citations.
4) Write an introduction and conclusion for your paper.
5) Follow the “Plan-Do-Study-Act (PDSA)” directions to complete the assignment.
6) Follow the directions to submit your final Word or text document.
Plan-Do-Study-Act (PDSA)
In this Application, you will use the Plan-Do-Study-Act (PDSA) cycle developed by management
expert W. Edwards Deming to develop and pilot a learner-centered assessment.
Assessment Strategies (TX)
© 2016 American College of Education 2
PLAN:
 State your objective for the assessment.
 From the presentations, readings, and outside resources, define the criteria for the learner-centered assessment you are designing.
 Describe the students who will serve as your pilot group. Provide group size, grade level,
and demographic data.
 Predict how your assessment will impact learners and the learning process.
 How will you carry out the cycle? (Who? What? When? Where?)
 How do you plan to collect data?
DO:
 Develop the learner-centered assessment. Describe the development process. Include the assessment in your paper.
 Assemble your pilot group, and administer the assessment.
 Document observations.
 Collect data.
STUDY:
 Analyze data. What were the results?
 How did the results compare to your predictions?
 Did the assessment provide the intended benefits for students?
 How will you intervene if students did not achieve the intended results?
 Summarize what you learned.
ACT:
 Based on the results, do you plan to revise the assessment? If so, why? If not, why not?
 How will you use the assessment in the next cycle?