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Online Assessment Hacks
Every Instructional Designer
Needs to Know
Knowledge ≠ Competence
Tip 1
Avoid the assessment ‘after-thought’!
Set
expectations
with SME
Discuss
performance
outcomes
Decide on
key
assessment
Qs
Define
learning
objectives
Critical v
Nice-to-
Know• What do you want them to be able to DO?
• What does good on-the-job performance
look like?
• What are the consequences of not
performing?
“Trainers must begin with desired
results and then determine what
behaviour is needed to accomplish
them.”
Don Kirkpatrick
Make your assessment an important
part of the design process.
Avoid the assessment
‘after-thought’
• Work backwards – start with your
assessment.
• Use these to define your learning
objectives and inform your content
decisions.
Tip 2
Assessments can be engaging too!
Cognitive
Affective
Behavioural
Challenge their thinking
Engage their emotions
Allow them to experience
Three primary forms of engagement
SUBMIT
Max ceased work on 7 August 2014. Assuming he is completely off
work until each of the following milestones, calculate the relevant
dates.
i
The 13 week reduction would apply on:
The 52 week reduction would apply on:
The claim can be transferred to LTM on:
The 130 week date is:
/ /
/ /
/ /
/ /
dd mm yyyy
SUBMIT
Calculate the amount payable by WorkCover for each of the
following scenarios. (Click the info pop-up to remind yourself of the
formulas.)
i
Scenarios must be realistic and relevant
Jonathon loves attending his work Christmas party, and always gets
involved in organising the event. This year, dressed in his finest suit
and shoes, Jonathon spends the night on the dancefloor, never
without a drink in hand. During one particularly rousing rendition of
Taylor Swift, Jonathon trips and falls, injuring his leg and ending his
night. The employer contacts WorkCover the next day hoping to
make a claim, and admits that Jonathon was intoxicated at the time
of the injury. Will the claim be approved or denied?
The claim is likely to be approved
The claim is likely to be denied, on the basis the employee was
intoxicated
SUBMIT
“Learning is not in the
answering of the question,
but in the feedback we provide”
In your weekly meeting, you
update the team on the
progress of the claim. You
realise one or two other
team mates are processing
similar claims.
“‘tis the season for
Christmas party injuries,”
your manager says. “Let’s
process these as quickly as
we can, and send a memo
to our employers to remind
them of their obligation to
provide a safe environment
at their work-related
events.”
Jonathan pays for expensive
surgery to his leg, and is stressed
at the thought of losing wages
while he gets back on his feet.
During recovery from surgery, his
doctor says “You should be more
careful when you’re drinking, but
this is clearly a work-related
event. You should be fairly
compensated.”
The employer calls your manager
to make a complaint about your
initial determination. Your
manager, realising you made an
incorrect determination,
apologises for the error, and
works hard to rebuild trust with
the employer.
Blooms Taxonomy
blog.cathy-moore.com
Challenge their thinking.
• Seek cognitive and affective
engagement.
• Use scenarios.
• Engage through learner feedback as
well.
Assessments can be
engaging too!
Tip 3
Don’t set and forget!
Level 1:
Reaction
• Customer Satisfaction
• Engagement
• Relevance
Level 2:
Learning
• Knowledge, Skill and Attitude
• Confidence and Commitment
Level 3:
Behaviour
• Application of Knowledge
Level 4:
Results
• Targeted Outcomes
Value of the question
Value of the learner feedback
Value of the training content
The review process is critical.
• Do you know what happens
afterwards?
• Include a review process in your
development plan.
• Involve the SME in your review.
“It has been an insightful and very
worthwhile exercise.”
Don’t set and forget
Me
Cathy James
LinkedIn: cathyjames101
Twitter: @cathyj101
All of the above

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iDesignX Presentation 2017

  • 1. Online Assessment Hacks Every Instructional Designer Needs to Know
  • 3. Tip 1 Avoid the assessment ‘after-thought’!
  • 4. Set expectations with SME Discuss performance outcomes Decide on key assessment Qs Define learning objectives Critical v Nice-to- Know• What do you want them to be able to DO? • What does good on-the-job performance look like? • What are the consequences of not performing?
  • 5. “Trainers must begin with desired results and then determine what behaviour is needed to accomplish them.” Don Kirkpatrick
  • 6. Make your assessment an important part of the design process. Avoid the assessment ‘after-thought’ • Work backwards – start with your assessment. • Use these to define your learning objectives and inform your content decisions.
  • 7. Tip 2 Assessments can be engaging too!
  • 8. Cognitive Affective Behavioural Challenge their thinking Engage their emotions Allow them to experience Three primary forms of engagement
  • 9. SUBMIT Max ceased work on 7 August 2014. Assuming he is completely off work until each of the following milestones, calculate the relevant dates. i The 13 week reduction would apply on: The 52 week reduction would apply on: The claim can be transferred to LTM on: The 130 week date is: / / / / / / / / dd mm yyyy
  • 10. SUBMIT Calculate the amount payable by WorkCover for each of the following scenarios. (Click the info pop-up to remind yourself of the formulas.) i
  • 11. Scenarios must be realistic and relevant
  • 12. Jonathon loves attending his work Christmas party, and always gets involved in organising the event. This year, dressed in his finest suit and shoes, Jonathon spends the night on the dancefloor, never without a drink in hand. During one particularly rousing rendition of Taylor Swift, Jonathon trips and falls, injuring his leg and ending his night. The employer contacts WorkCover the next day hoping to make a claim, and admits that Jonathon was intoxicated at the time of the injury. Will the claim be approved or denied? The claim is likely to be approved The claim is likely to be denied, on the basis the employee was intoxicated SUBMIT
  • 13. “Learning is not in the answering of the question, but in the feedback we provide”
  • 14. In your weekly meeting, you update the team on the progress of the claim. You realise one or two other team mates are processing similar claims. “‘tis the season for Christmas party injuries,” your manager says. “Let’s process these as quickly as we can, and send a memo to our employers to remind them of their obligation to provide a safe environment at their work-related events.”
  • 15. Jonathan pays for expensive surgery to his leg, and is stressed at the thought of losing wages while he gets back on his feet. During recovery from surgery, his doctor says “You should be more careful when you’re drinking, but this is clearly a work-related event. You should be fairly compensated.” The employer calls your manager to make a complaint about your initial determination. Your manager, realising you made an incorrect determination, apologises for the error, and works hard to rebuild trust with the employer.
  • 17. Challenge their thinking. • Seek cognitive and affective engagement. • Use scenarios. • Engage through learner feedback as well. Assessments can be engaging too!
  • 18. Tip 3 Don’t set and forget!
  • 19. Level 1: Reaction • Customer Satisfaction • Engagement • Relevance Level 2: Learning • Knowledge, Skill and Attitude • Confidence and Commitment Level 3: Behaviour • Application of Knowledge Level 4: Results • Targeted Outcomes
  • 20. Value of the question Value of the learner feedback Value of the training content
  • 21. The review process is critical. • Do you know what happens afterwards? • Include a review process in your development plan. • Involve the SME in your review. “It has been an insightful and very worthwhile exercise.” Don’t set and forget
  • 22. Me Cathy James LinkedIn: cathyjames101 Twitter: @cathyj101 All of the above