Chapter 8: Assessing Learning and Evaluating Training and Development PDF

Chapter 8: Assessing learning and evaluating training and development **Assessment**: Act as a measuring by a range of methods of how well someone can demonstrate knowledge against a certain criterion. **Evaluation**: is the collection of a descriptive information and a judgmental information to m...

Chapter 8: Assessing learning and evaluating training and development **Assessment**: Act as a measuring by a range of methods of how well someone can demonstrate knowledge against a certain criterion. **Evaluation**: is the collection of a descriptive information and a judgmental information to make necessary training and development decisions. Formative assessment - Measurement of a process Summative assessment - Measurement of a product Purpose of assessments: - Assist students to make choices about subjects or career paths - Determine present knowledge, skills and abilities of a students - Identify strength and weaknesses of a student and informed them about their progress and development - Determine where the students have mastered the learning outcomes of a course. - Determine the evidence of effect and effectiveness of the course. - Determine the aspects of a course that may be improved. {Fundamentals requirements of the outcomes-base assessment} - Assess using unit standard or level of the course - Students must demonstrate the achievement of outcomes - Assessment should be integrated as a part of learning content - Moderation of assessment to ensure consistency - Must be at a high quality - Must be taken at the end of learning experience Types of assessments: 1.Initial assessment Diagnostic assessment ------------------------- --------------------------------------------------------------------------------------------- 2.Formative assessment Development assessment 3.Summative assessment Tell either a student can move to the next level 4.Continuous assessment Measure the progress of student and ongoing feedback 5.Integrated assessment Use both formative and summative assessments 6.Evaluative assessment Is compared and summarized used for improvement of the curriculum for teaching and learning **Methods of assessments** 1. Oral questions 2. Written work 3. MCQ 4. Online assessments 5. Case studies 6. Practical demonstrations 7. Interview 8. Simulation 9. Project portfolios The process of assessment **Moderation**: is the process that support and evaluate the environment, resources, reliability, processes and authenticity of assessment and improving the quality of assessment and assessors. Purpose of a program evaluation 1. Providing (demonstration of a certain knowledge) 2. Improving 3. Learning Guidelines to conducts moderation of assessment 1. Process of assessments should be communicated to all stakeholders 2. Assessment tasks should reflect the learning outcomes 3. Students should be made aware of requirements of assessment 4. Procedure of assessment should be reliable and valid 5. All assessment tasks should be grades using assessment rubric 6. Moderation should be evaluated periodically Principles of evaluation - Evaluation must be well planned - Evaluation is a continuous process - Evaluation must be a high quality - Evaluation must be measurable and accurate of instruments - Evaluation looks at the wider range of training and development as a holistic Formative evaluation - Making the decisions while the programmed is still developed. Summative evaluation - Measuring the learning outcomes of a student overall at the end of a course **Quality of Training and Development** - Exceptional - Consistency - Fit for purpose - Indicate what the firm provide - Transformation **Total quality management** - Is a firm management that relies on the talent of a manager and employee capabilities to produce high quality of product and performance and to improve performance HR to solve issues must include - Teamwork - Organizational trust - Clear communication - Rewards and recognitions - High levels of training and development