Assessment

Assess training

As you deliver your training you want to make sure the training aim and learning outcomes are being met and that learning is in fact taking place.  In other words:

• What and how much the trainees have learned.

There are many different ways of checking learning, as you are training you want to make sure that your training aims and learning outcomes are being met and that learning is in fact taking place.

 

Assessment – What is it?

Assessment involves finding out how much an individual has learnt.

Learning is a CHANGE in SKILL, and/or ATTITUDE and/or KNOWLEDGE – measuring these changes are the steps leading to an assessment result.  Any training course is likely to involve some change in all of these areas – but it may focus on one in particular.   For example:

• SKILL                     Weekend workshop on practical upholstery
• ATTITUDE              An assertiveness course for youth workers
• KNOWLEDGE        Six-week course on climate change

Being very clear about what you plan your learners to change, and what they want to change will help you decide when and how assessment of their learning will take place.   The SENSE OF ACHIEVEMENT the learners get as a result of understanding and acknowledging these changes is the RESULT of assessment and this gives you, as the trainer, job satisfaction.

 

How to Assess?

There are many forms of assessment, and all of them involve student work. That work can be graded or ungraded.  Table 4 list different ways to check students are learning what you want them to learn.

 

Assessment Methods

SKILLS	KNOWLEDGE	ATTITUDES/BEHAVIOUR
§  Demonstrate what they have learned §  Direct observation §  Ability tests or practical tests, e.g. driving test §  Video recording §  Photographs §  Quality standards – should be done in the work place as well as training room §  Live tasks	§  Written questionnaires §  Discussions and feedback §  Written work §  Project work §  Asking questions §  Quiz §  Reflection §  Questioning §  Feedback §  Self assessment checklists §  Worksheets §  Tests §  Exams §  Essays §  CV, application form, Interviews	§  Quiz §  Self assessment questionnaire §  Personality questionnaires §  Peer assessment §  Interviews §  Debates, e.g. on topical issues §  Observations in training room and/or workplace §  Role play §  Performance §  Client/customer feedback §  Psychometric testing §  Team building exercises §  Games §  Case studies + feedback

 

Assessment Examples

These ideas are very creative, low tech, fun and engaging for learners, and easy for a trainer to implement right away.

1) Postcards From the Past

Have learners adopt the personality of a historical figure and write a postcard to another historical figure from the same era, discussing a significant event that has just occurred.

2) Collage or Poster

Ask students to make a collage or poster from magazine photos to demonstrate understanding of a concept.

3) Journal

Students periodically record their thoughts and feelings about how they are progressing in the class. They can also share feelings about particular assignments or indicate areas in which they may be experiencing difficulties in the training room, either with the material, the teacher, or their classmates.

4) Doodle

Challenge learners to use a drawing rather than words to show understanding of a concept.

5) Caption Photos

Choose three photos that represent a process. Ask students to caption each photo.

6) Metacognition Table

At the end of class, each learner answers the following questions presented to them on index cards:

• What did we do in class?
• Why did we do it?
• What did I learn today?
• How can I apply it?
• What questions do I have about it?

7) Four Corners

This is a great way to encourage dynamic movement while learning multiple-choice questions. Designate each corner of the classroom to represent A, B, C, and D.  Learners go to the corner that they believe corresponds with the correct answer.

8) Vote with Thumbs

Ask the class if they understand a concept. A thumbs up is “yes”, thumbs down is “no,” and “not sure,” is thumbs middle.

9) Stop & Go Cards

Students create index cards with a large green marker circle on one side and red on the other. If they are following along and understanding the lesson, the green side of their card is upright and visible to you. When they do not understand something and need clarification, they flip the card to show you the red side.

10) Twitter Board

Students summarize what was learned in a lesson using 140 characters. Pin small strips of paper to a poster or corkboard to resemble a Twitter feed.

 11) Roll the Dice

Put a dice at each desk. At the end of class, each student rolls and briefly answers aloud a question based on the number rolled:

1. I want to remember …
2. Something I learned today
3. One word to sum up what I learned
4. Something I already knew
5. I’m still confused about …
6. An “aha” moment that I had today

 

Sample learning assessment sheet

Please fill in the boxes according to how far you have gone in the direction of achieving the outcomes listed below – the further towards the right the greater the achievement.

Name ………………………………………….   Course …………………………..

Learning OUTCOMES achieved		Started	Getting there	Got there!
1.	I can determine my preferred learning style.
2.	I can evaluate my life-work balance and take steps to improve this.
3.	I can assess my strengths and areas for development.
4.	I can set aims and objectives for defining a project.
5.	I can use a variety of problem solving techniques to examine community problems.