LTGR Ep. #79: “The Power of Data: Assessment and Evaluation”
Susan and Dan unpack a real-world situation from Dan’s work. He describes how they measured the outcomes of computer based training.
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Show Notes:
Following computer based training (CBT) the learners self-report how confident they were at completing that skill. They are at performing the tasks for which they were trained. At the same time the trainer observes the skill and reports how well it was performed.
Interesting to compare confidence levels between groups that had CBT and those who were trained face to face. The CBT group lacked confidence even though they performed better. A modification for the future will be for trainers to provide more feedback so learner realize the CBT has worked.
Susan uses this example to clarify the difference between assessment (measurement) and evaluation (judgments and changes based on data). She also clarifies the different between formative and summative assessment.
The power of data!
How do you know what you should measure? This is where setting clear objectives comes back into play. You can’t measure if you don’t know what you’re looking for.
Listeners, we want to hear your stories about how you measure transfer of learning and/or how you embed assessment or evaluation into your training.
Continue the discussion by posting at ltgreenroom.org or talk to us in LearningTimes! We facilitate discussion in LearningTimes.org or call us at 1-800-609-9006 x8055 (US and Canada) or 678-255-2174 x8055 (outside US and Canada). You can also find us on Twitter at http://www.twitter.com/ltgreenroom.
April 10th, 2011 at 1:35 pm
From a business standpoint, it seems most cost effective to have assessment and evaluation drive the creation of objectives. If the client knows the desire knowledge or performance outcomes of the training, it seems to make sense to design the goals and objectives to meet the outcomes.
Given my thinking, are there reasons that instructional design should not start with assessment and evaluation in mind? By basing instructional design on assessment outcomes, does the designer risk teaching to the test?
-Student in Susan’s Instructional Strategies & Assessment Methods class