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Assessing learning with time constraints

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Melissa McConomy

on 25 November 2012

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Transcript of Assessing learning with time constraints

Assessing Learning in a Corporate Setting with Time Constraints Findings Objectives must be targeted to the must-know as opposed to including the nice-to-know.

The activities and assessment methods therefore must also be targeted and succinct. Assessment: Objective tests assume the least amount of the learner’s time, therefore work best in a corporate setting:
multiple choice
matching test Also suitable in this environment is short-answer items:
completion tests Bloom's Taxonomy: Knowledge Required in a Corporate Setting Cognitive Domain Knowledge


Application Assessment Instruments: True / False
Multiple Choice
Completion Lower Levels of the Cognitive Domain: Learning Outcomes To identify the level of knowledge required in a corporate setting

To review the assessment methods best suited for this environment

To describe the implications for practice Short-answer items “can test recall rather than simply recognition”
(Morrison et al., 2011, p.309). “these assessments are efficient in that we can administer large numbers of questions per unit of testing time and so can cover a lot of material relatively quickly”
(Stiggins et al., 2004, p.99). "The domain receiving the most attention in instructional programs"
(Morrison et al., 2011, p.109). Implications for practice: “The vast majority of decisions relating to vocational training are determined by considerations of time within the context of time management”

(Lifelong Learning and Time Competence, 2007, p. 37). “the type of learning must be considered first, then , if necessary, techniques can be chosen or modified that will accommodate other factors” (Cranton 2012, p. 151). Assessment methods are based on learning objectives Blending assessment methods will test the higher levels of cognitive thinking Short answer items are in between objective tests and essay questions yet still consists of equally objective scoring (Morrison et al., 2011, p. 309). “Adult learners prefer to learn quickly and get on with their lives. Thus, they can be reluctant to become involved in activities and exercises not clearly applicable to their goals”
(Cranton, 2012, p.23). KISS
Keep It Short and Simple! Conclusion Knowing the evaluation methods that will best suit the learning objectives and the goals of the participant will ensure the course is successful. References:

Cranton, P. (2012). Planning instruction for adult learners (3rd ed.). Toronto: Wall & Emerson, Inc.

Lifelong learning and ‘time competence’ (2007, January). [Editorial]. International Journal of Lifelong Education, 26, 25-43

Morrison, G. R., Ross, S. M., Kalman, H. K., Kemp, J. E. (2011) Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S., (2004). Classroom assessment for student learning: doing it right-using it well. Assessment Training Institute, 4, 89-121.
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