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ITEMS Corner Update: The Initial Steps in the ITEMS Development Process.

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Title: ITEMS Corner Update: The Initial Steps in the ITEMS Development Process.
Authors: Leventhal, Brian C.1 (AUTHOR)
Source: Educational Measurement: Issues & Practice. Jun2023, Vol. 42 Issue 2, p74-74. 1p.
Subject Terms: *Educational tests & measurements
Abstract: Authors then independently work through a module outline template to refine the scope and sequencing of the module (Step 1). Authors create individual slide decks for each section of the module, embedding media (e.g., pictures/figures) wherever necessary to assist learner understanding. Once the outline is completed, the authors receive feedback to ensure adequate sequencing, feasibility of module development (e.g., covering a reasonable amount of content), and appropriateness for the audience. [Extracted from the article]
Copyright of Educational Measurement: Issues & Practice is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Educational+Measurement%3A+Issues+%26+Practice%22">Educational Measurement: Issues & Practice</searchLink>. Jun2023, Vol. 42 Issue 2, p74-74. 1p.
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  Data: Authors then independently work through a module outline template to refine the scope and sequencing of the module (Step 1). Authors create individual slide decks for each section of the module, embedding media (e.g., pictures/figures) wherever necessary to assist learner understanding. Once the outline is completed, the authors receive feedback to ensure adequate sequencing, feasibility of module development (e.g., covering a reasonable amount of content), and appropriateness for the audience. [Extracted from the article]
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  Data: <i>Copyright of Educational Measurement: Issues & Practice is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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