Selecting Appropriate Assessments (training alignment part 2)

Last week we discussed the need for learning activities to align with learning objectives, and some approaches to accomplish that. This week, we will take a look at assessments, which should also be congruent with the learning objectives. First, let's clarify the purpose and types of assessments. 3 of the most common types of assessments are diagnostic, formative, and evaluative:

• Diagnostic assessments are typically used before training to determine a gap or knowledge level. 
• Formative assessments are typically used during training to determine a gap or knowledge level.
• Summative assessments are typically used at the end of training to determine the level of knowledge or understanding.

Notice one of the biggest differences is how and when the assessment is used? Now let's consider a real-world example. Before you can take your first college-level class, you will probably need to take a placement exam of some sort. This is a Diagnostic assessment that can determine your knowledge level and whether you will be able to perform at the college level. Once you begin taking the class, there will be assessments throughout the course. They may be in the form of quizzes, assignments, or other projects. These are Formative assessments, which measure as you progress through the course. Once you reach the end of the course, there will likely be a final exam or project, which is a Summative assessment.

There are several other types of assessments, but these are the most common ones used in most situations. There are a lot of different methods of assessment, including:

• Tests/quizzes
• Observation
• Essays
• Interviews
• Performance tasks
• Exhibitions and demonstrations

So now, how do we determine what kind of assessment is appropriate, and make sure it is aligned with the learning objective?

The method I normally use involves Bloom's Taxonomy. Bloom created a hierarchy of learning that classifies and sorts learning outcomes. This is useful in determining learning objectives, and I find it also very useful in determining assessments as well.

Let's consider an example from the bottom of the hierarchy. A training module may simply focus on the student learning vocabulary or terminology. The primary objective of this learning would be remembering, or memorization. Therefore, an assessment that would be appropriate might be a quiz testing the student's recall of the material.

However, if a learning outcome is problem-solving or troubleshooting ability, then the level of this taxonomy might be analysing. An appropriate assessment of that skill wouldn't be a memory test like we used for the previous example, which wouldn't measure the learning outcome. A better assessment would be giving the learner a problem that they had to analyze or deconstruct. There are many versions of this taxonomy and while the levels are the same, some charts have different verbs that can be very useful in identifying the skills for the objective and useful methods of assessment. For example, here are some descriptive verbs from a different chart:

Remembering

• recognizing (identifying)
• recalling (retrieving)

Understanding

• interpreting (clarifying, paraphrasing, representing, translating)
• exemplifying (illustrating, instantiating)
• classifying (categorizing, subsuming)
• summarizing (abstracting, generalizing)
• inferring (concluding, extrapolating, interpolating, predicting)
• comparing (contrasting, mapping, matching)
• explaining (constructing models)

   
Applying

• executing (carrying out)
• implementing (using)

Analyzing

• differentiating (discriminating, distinguishing, focusing, selecting)
• organizing (finding, coherence, integrating, outlining, parsing, structuring)
• attributing (deconstructing)

   
Evaluating

• checking (coordinating, detecting, monitoring, testing)
• critiquing (judging)

   
Creating

• generating (hypothesizing)
• planning (designing)
• producing (construct)

By keeping the learning objectives at the forefront of the design process and trying to align all of the training components with them, we can ensure that we are measuring learning progress and success against the desired outcomes.