At first glance, assessment might seem like a simple matter of designing a final test or exam to tick off the boxes of what has been covered during the training. However, the challenge goes far beyond that and involves addressing three key questions:
What should be assessed?
How should it be assessed?
How often should assessments take place?
đŻ What to assess: clear objectives lead to measurable outcomes
Letâs say you want your employees to take an online certification course on a soft skill like âdigital literacy.â If tasked with designing the final exam for the certification, you might not know where to start. Thatâs perfectly normal! With such a vague goal, it would be challenging to create a meaningful assessment.
The groundwork lies in clearly defining learning objectives. The more specific and measurable your objectives are, the easier it becomes to assess them. For instance, a training course on digital literacy can be broken down into micro-competencies that follow a clear progression. Each competency should contrast the learnerâs initial state with their final achievement.
Take, for example, the competency âmanaging oneâs digital identity.â A proficient learner will know how to configure online privacy settings, avoid potentially harmful posts, and respond effectively to negative comments. Once objectives like these are clearly outlined, the task of designing an appropriate assessment almost writes itself. Clear learning objectives complete more than half the work for successful assessments.
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đĄ How to assess: Real-world conditions matter
Assessments must align closely with the defined objectives. A common mistake is expecting learners to be fully operational after training when theyâve been assessed only on theory. Just as passing a driving theory test doesnât guarantee someone can drive, theoretical knowledge alone doesnât prepare learners for real-world challenges.
For example, training bank employees on new anti-money laundering regulations shouldnât stop at testing their knowledge of procedures. Instead, assessments should involve realistic client scenarios requiring decisions in line with these regulations. Similarly, in safety training for a mission near a dangerous border, an oral Q&A in a comfortable classroom doesnât replicate the real stress of facing an armed checkpoint guard. A simulation that incorporates fear and pressure would better evaluate the learnerâs readiness.
The takeaway is simple: assessments should reflect the real-world changes you expect from learners. Avoid creating a âbubbleâ that separates learning from practical application.
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đ When to assess: ongoing evaluations for lifelong learning
This is why the question isnât just about an evaluation but rather about multiple evaluations. The traditional approachâknowledge transfer sessions followed by a final examâis outdated. Hereâs how you can modernise it:
Regular testing before the final exam
For instance, in a programming course on HTML/CSS, instead of relying solely on a final project (like creating a complete webpage), you could introduce smaller tasks at each stage (e.g., creating a menu, a table).Encourage self-assessment post-training
Learners could challenge themselves with tasks that reinforce their skills. For instance, after a course on workplace well-being, learners might commit to creating a daily schedule with dedicated breaks and monitor their adherence over time.
This constant (self) evaluation has three major benefits:
Immediate feedback: Learners can correct mistakes early, preventing misunderstandings from snowballing.
Context diversity: Competencies can be practised in various scenarios (e.g., public speaking to small versus large groups).
Normalising mistakes: Frequent assessments shift evaluations from being a definitive judgement to a momentary snapshot of progress within a continuous learning journey.
Key takeaways
A sharp focus on actionable goals, assessments rooted in real-life scenarios, and a culture of ongoing evaluation are essential. These elements ensure that learners demonstrate not only what theyâve acquired in theory but also how they apply these skills in their roles and daily lives.
Whether through a certificate, a diploma, or tangible results in the workplace, effective assessments validate the true impact of learning.
Keywords: assessment, recommendations, testing knowledge
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