Assessment

1. INTERVIEW AND PRESENTATION
ASSESSMENT
Learning Team A
Kimberly Edwards, Antonio Gutierrez,
Ramona Hamilton, Sergio Rodriguez
AET 535
July 14, 2014
Dr. Cathy Watkins

2. INTRODUCTION
This presentation will compare and contrast ways in which
postsecondary instructors and trainers use, develop, implement,
and analyze assessments.
ASSESSMENTS
POSTSECONDARY
INSTRUCTORS
TRAINING
FACILITATORS

3. USE OF ASSESSMENTS
POSTSCONDARY
INSTRUCTORS
 Assessments used to gauge
student growth
 To check the learners’ own
skills which they will then
use to teach others
 To measure mastery of skill
being assessed and validity
of the test
 Drive instruction
TRAINING FACILITATORS
 Improve the quality of
training
 To determine if trainees
have understood the
content
 To have trainees express in
their own words (orally or
written) the concepts
learned in training

4. ASSESSMENT DEVELOPMENT
POSTSECONDARY
INSTRUCTORS
 Types of assessments vary
based on feedback from
students
 Uses more “open-ended”
questions to understand the
students
 Stick to more fact based
questions on exams to
minimize the impact of
learner differences
TRAINING FACILITATORS
 Attempts to align
instruction including
assessments with the
company’s goals and
objectives
 No differentiating of
assessments to take in
account learner differences
 Learners are encouraged to
voice any concerns about
the assessments

5. ASSESSMENT DEVELOPMENT TO
DRIVE CRITICAL THINKING SKILLS
Both postsecondary instructors and training facilitators agree
upon assessment methods to drive critical thinking skills:
• Present exams with performance tasks or open ended questions
that require a written response
 Application questions, scenarios, role- play, ask students how
they would respond to a situation

6. IMPLEMENTATION OF
ASSESSMENTS
POSTSECONDARY
INSTRUCTORS
 Conducts mini assessments
throughout the course
 Difficulty in connecting
inexperienced learners with
real world performance
 Observing students perform
task is only a snapshot over
the course of a year.
Authentic assessments do
not always give a full picture
of demonstration of skills
TRAINING FACILITATORS
 Leans towards traditional
methods
 Difficulty in bridging the gap
between what is taught in
the classroom and what
happens when the trainees
execute their job functions
 Difficulty in collecting
enough real world
experiences to assess
trainees

7. ANALYSIS OF ASSESSMENTS
POSTSECONDARY
INSTRUCTORS
 Collects data from the test
to make adjustments to the
curriculum and teaching
methods
 Standardized tests do not
yield useful information as
they are not truly a method
of determining if a student
can academically perform
TRAINING FACILITATORS
 Trainer evaluations that
express negative feelings or
personal information about
the trainer is not useful. The
trainee has let their personal
feelings interfere with
providing constructive
feedback.
 Traditional testing is less
effective than open minded
methods which requires
learner participation

8. ANALYSIS OF ASSESSMENTS
POSTSECONDARY
INSTRUCTORS
 Assessments do prepare
learners for life but the
standard needs to be
changed from traditional
methods to authentic ones
 Modification of traditional
assessments to include
more case studies
TRAINING FACILITATORS
 Trainers are often removed
from the job functions they
are teaching. This
disconnect between trainer
and trainee impacts
instructional delivery
 Use formative assessments
to make changes to
curriculum to accommodate
learner needs for life after
education

9. CONCLUSION
 Assessment Development
 Instructor: Stick more fact based questions on exams
 Trainer: Differentiating of assessments
 Use of Assessments
 Instructor: Gauge student growth
 Trainer: Improves the quality of training
 Assessment Development to Critical Thinking Skills
 Present exams with performance task
 Open ended questions that require a written response

10. CONCLUSION
 Analysis of Assessments
 Instructor: Collect data from the test to make adjustments
 Trainer: Less effective than open minded methods
 Analysis of Assessments
 Instructor: Modification of traditional assessments to include more
case studies
 Trainer: Formative assessments to make changes to curriculum to
accommodate learner needs for life after education