ITEMS Corner Update: Recording Audio and Adding an Editorial Polish to an ITEMS Module

Abstract

In the first issue of Educational Measurement: Issues and Practice (EM:IP) in 2023, I outlined the 10 steps to the Instructional Topics in Educational Measurement Series (ITEMS) module development process. I then detailed the first three steps in the second issue, and in this issue, I discuss Steps 4–7, focusing on the audio recording process, editorial polish, interactive activities, and learning check development. I devote space discussing each in detail to provide readers and potential authors with a better understanding of the behind-the-scenes efforts throughout the ITEMS module development process. Following this discussion, I reiterate a call for module topics and conclude by introducing the latest entry to the ITEMS module library.

Throughout content development (Step 3), authors are encouraged to draft notes or a script for each slide to assist in audio recording. After drafted content is approved by the editorial team, the author begins Step 4: audio recording. There are no special skills or software needed to record the audio, and hardware (i.e., a microphone) is provided when necessary. Audio recording is done within PowerPoint and on each slide independently. In this sense, a 20-minute module section's audio is recorded in 1–3 minutes bits so that should re-recording be required, the author does not need to fully re-record an entire section. This also facilitates smoother transitions throughout each section, leading to a more natural speaking style. Although authors are encouraged to use a script (this is helpful should re-recording be necessary), it is emphasized that the audio should not sound like reading. Rather audio should be in a similar style to that of an instructor providing a professional workshop.

Once the audio recording is complete, the work shifts to the editorial team. During Step 5, the editorial team polishes the module content and audio. On each slide, they clean up the audio by reducing background noise, editing sections of silence, and increasing or decreasing the volume. After audio editing is complete, the editorial team adds slide transitions, object animations, and other stylistic tools to assist learning. For example, transition animations and timing assist smooth continuation of thought and content from slide to slide. Animations are synced with the audio to have bullet points appear when discussed, figures fade in when mentioned, and other content displayed systematically to not overwhelm the learner. Additional stylistic tools and techniques are employed to take advantage of the digital platform. For example, graph elements (e.g., axis labels) are animated in stages, fading into view as they are described throughout the audio to help focus the learner. Shapes, such as circles or arrows, may also be added to figures to highlight specific elements when emphasized in the audio. To assist with flow and organization, the editorial team may use additional slides or flow charts. For example, if ten slides are grouped into three hierarchical topics, a slide with a flow chart showing the three topics may be added in-between each to remind the learner of the structure and interconnectedness of the topics. This polishing process takes between 3 and 4 weeks to complete. Once complete, the editorial team exports the slides as videos for author review.

The author and editorial team work together to make any necessary adjustments before finalizing the sections. If the module has not yet been externally reviewed, the videos are then sent out for review. After the content is finalized, the module is polished, and the review is complete, the authors develop an interactive activity and section learning checks (Steps 6 and 7 in the process). The activity may be a case study, example data and syntax, or another interactive component that provides an opportunity for the learner to apply what they have learned throughout the module. For example, if the module is focused on statistical modeling, an example activity may showcase syntax in a specific software package. For this type of activity, the author records a video discussing the syntax and output for the learner. The author also develops between three and five selected-response items for each section of the module. These learning checks are designed so a learner may check their understanding of the content before moving on to the next section. The questions are developed in a word document template, of which the editorial team re-formats into a PowerPoint slide deck to make the learning checks interactive.

In the final issue of EM:IP for 2023, I will outline the remaining steps of the ITEMS module development process. As a reminder, the goals of this exposition are to (1) familiarize readers, learners and potential authors of the development process of this atypical publication, (2) promote the behind-the-scenes detailed work completed by the authors of these modules, and (3) garner the interest of potential authors by showcasing the rigorous, yet guided development process.

Recently an NCME task force introduced the foundational competencies of educational measurement. In this, they emphasized different topics that should be covered as foundations in measurement academic programs. These include instrument development, item analysis, reliability and measurement error, validity, sampling, etc. ITEMS is currently looking for authors to develop modules related to some of these topics. If you are interested, please reach out to Brian Leventhal ([email protected]). If you have another topic in mind, please do not hesitate to reach out! We are open to discussing all ideas (e.g., computer adaptive testing, process data).

Finally, I am excited to announce the newest entry into the ITEMS digital module library. In Digital Module 33, Dr. Amir Rasooli discusses Fairness in Classroom Assessment: Dimensions and Tensions. In this five-part module, Dr. Rasooli shares best practices for enhancing fairness in classroom assessment contexts, drawing on findings from theoretical and empirical research in various countries.