Assessment

Learning and assessments are correlated since the learning tasks stimulate the development of some competencies/skills/abilities and the assessment makes learners demonstrate their achievement.^[1]

There are five different styles of assessments which have different purposes as described below:

Diagnostic Assessments: identify the needs and prior knowledge of learners with the purpose of directing them to the most appropriate learning experience. Pre-learning assessments (pre-tests, placement tests, personality assessments)

Formative Assessments: strengthen memory recall providing practice for search and retrieval from memory, correct misconceptions and promote confidence in learners’ knowledge. Practice tests and exams (quizzes during learning, self assessment of knowledge, skills, attitudes)

Needs Assessments: determine the needs or "gaps" between learners’ current and desired conditions to improve present performance or to correct a deficiency. Needs Analysis Surveys

Reaction Assessments: determine the satisfaction level with a learning or assessment experience. Course evaluation Surveys, Employee Opinion Surveys, Customer/Partner satisfaction Surveys

Summative Assessments: measure or certify knowledge, skills and aptitudes. Post Course Tests, Exams during study, Internal Exams, Open Exams, Licensing Exams, Pre-Employment Tests^[2]

See also: A.D.D.I.E Model, Assessment Standardization; Peer-to-Peer Assessment; Performance Assessment; Formative Evaluation; Instructional Design (ID); Learning Objectives; Summative Evaluation

Good assessments correspond to well-written learning objectives. The following list shows how early in the instructional process they should be designed:

• Identify learning objectives;
• Design and build assessments;
• Design and build content and activities;
• Conduct formative evaluation;
• Revise assessments, contents, and activities;
• Complete development;
• Conduct summative evaluation;
• Maintain the course.^[3]

Design and build assessments

• Assessment methods: after having determined key learning objectives, it is necessary to identify which type of assessment is appropriate to determine the level of knowledge/ performance achieved as a result of the learning activity.

o If the objective is a knowledge objective which calls for recalling or selecting, test items can be used. Below is a list based on Bloom’s Taxonomy matching cognitive objectives with appropriate test assessments:

Some points to keep in mind when designing assessment:

• Create clearly defined
• Create assessment that is aligned with those learning objectives
• Use assessment types that allow proper measurement of level of attainment of objectives. For instance, if your objective is to describe the events which lead to a particular war, have the learner describe the events in an essay or short-answer question, not pick them from a list in a multiple-choice question.
• Provide timely and helpful feedback so that the learner may know how well they have mastered the specified objectives, how they may improve their performance, and so that they may do so before the end of the learning session.