• In all the learning design models investigated
on day 1 each sees assessment or evaluation as
an integral component of the design.
• Assessment should not be an ‘after thought’
but considered in depth during the design
phase. For example, some assessment /
evaluation considerations would include,
• Does the course design responds to the
specific needs of the learners?
• What assessment task will elicit evidence
that a competency, outcome or learning
objective has been achieved by the learner
on completion of the course?
• How will the educator know if the learning
design was effective and also the optimal
approach to learning?
Assessment can provide information about both the
learners’ progress and how effectively they engage with
the learning design. We use different assessment tools to
gather different types of data.
• Diagnostic testing – (Pre- and Post testing) to
determine levels of student ‘know-how’ and
knowledge both prior to the course and also months
after the course to determine retention.
• Formative tests – Used during the course as a
method to force learners to reflect on their learning
• Summative assessment – Normally used to
conclude a course/programme and provide a
metric/mark to measure student success.
ICT to support
In this day and age there are numerous technology
tools to make assessment easier for both educator
• Formative assessment tools exist on the internet
and can be easily incorporated into learning design
as a fun way to engage students.
• Summative assessment requires strong security and
control and usually take place using a learning
management system (LMS). These platforms
normally require a person to be registered on the
institutional platform and enrolled in specific
courses. This provide greater control over who is
writing the examination. Often biometric data is also
In this session we will investigate free
assessment tools available on the Internet,
create tests, try them out on the workshop
participants and evaluate the tools in terms of
their usefulness for TVET and CET