This help document shows you how to drill into the standards associated with your assessment learning object and select specific standards or skills to include in the assessment you are building.
When creating a new assessment learning object, there are three steps. Selecting the specific standards and skills you want to use for the course is part of Step 2: Select Standards and Skills.
**NOTE** You cannot access this section until you have completed the Select the Standard Set section first.
Select Standards and Skills
In this step, you select the specific standards and skills you want included in your assessment.
The learning object builder will display a list of all of the standards associated with the standard set you chose under “Select the Standard Set”. You can now review the standards to select those that you want to include in the assessment you are creating. You MUST select at least one standard in order to continue.
Example below:
1. Select Standards. Check the box to the left of the standards and skills associated with the assessment you are creating.
2. Expand Standards. Click the up or down caret to expand or contract all of the associated standards.
3. Search Standards. You can use the search bar to find the standards you are looking for quickly. You can search by standard code, description, or specific skills.
4. Select Skills. You can select and deselect specific skills within the standards that you want to include. Any skills shown in purple are included; any shown in white are not. Click on the skill to change the status.
Additional Standards
You can also include standards from another course, not just the course specified in your standard set. To select standards from another course, see Assessment Builder | Using standards from another course for more information.
Next Steps
When done selecting the standards and skills you want included in your course, click the Next button at the bottom of the screen to move on to Assessment Builder | Step 3: Selecting the type of assessment you are creating.
