8: Evaluation of Student Performance

8. Evaluation of Student Performance Evaluate Training Outcomes Define Training Needs Provide for Training Monitor Design and Plan Training Evaluate Training Outcomes

Components of Evaluating Student Performance

External Evaluation - this is how you evaluate the student’s performance

Evaluation of Student Performance Self-Evaluation External Evaluation Student

Student Self-Evaluation - this is how the students evaluate their own performance

We’ll explain both of these and how they fit in your program, on the following slides

External Evaluation

This is how you measure the student’s performance, through tests and other means. It’s important that your evaluation measure the student on knowledge, skills and attitude. It’s also helpful to do the evaluation throughout the course, not just at the end. We suggest you consider the following:

Written quizzes at set points throughout the course, to test specific knowledge and skill acquisition and provide feedback to trainer and student

Written exam at the end of the course, to test comprehensive acquisition of knowledge and skills

Oral exercises, to allow trainer and students to have deeper discussions and to test attitude. This may help to encourage auditory and kinesthetic learners.

Written evaluation by trainer, on participation and satisfactory completion of certain skill-building and attitude exercises

Evaluation of Student Performance

Looking at Student Self-Evaluation Self-Correct Self-Assess Reflect and Self-Direct

Student Self-Evaluation

Adult learners don’t rely on just external evaluations and simple test scores to measure how well they’re doing - they assess their learning process from a “meta cognitive” level (described in plain language below).

Self-assess

Test themselves against external and internal measurements of performance

Ask themselves if they understand material, if it meets their goals, if they can apply it

Self-correct

Employ remedial strategies, such as re-reading information, talking with others for clarification, reframing information in familiar contexts

Reflect and self-direct

Digest information given, and validate against their own knowledge and experience

Assess how the information fits their needs, interests, and goals

Think about how they will apply the information to problem-solving and daily activities

How many squares do you see?

Student Self-Evaluation and Course Design

You can help students make the most of their self-evaluation process through your course design. You’ll want to provide frequent and various opportunities for the self-evaluation and self-direction process throughout the course:

Pre-course questionnaire to reflect on goals, attitudes and learning styles

Pre-course quiz to test specific knowledge and set baseline

Warm-up exercises (not content-driven, e.g. ice-breakers) to get students thinking outside their pre-existing conditions

Practice problems and quizzes, with feedback

Student Self-Evaluation and Course Design (continued)

Provide additional materials for self-study during and after the course

Frequent breaks for students to talk to trainer or each other or to have quiet time to reflect

Structured communication channels for students to give feedback to trainer about pace and content of the course and how it meets their needs – note-cards at end of day, email, etc.