Assessing learning and

evaluating training and

development
Chapter 8
Learning Outcomes
After working through this chapter, • apply a process for outcomes-based
you should be able to: assessment of learning
• describe the concepts and purposes • briefly explain the role and
of assessment and evaluation importance of moderation in learner
• describe the principles of assessment
assessment • discuss the various types of
• describe the various types of evaluation
assessment • discuss the advantages of online
• explore various assessment assessment
methods and instruments • design a training evaluation plan
REFLECTION QUESTION?
WHAT IS YOUR UNDERSTANDING OF THE
CONCEPTS OF ASSESSMENT AND
EVALUATION?
Definitions
the measuring, by a range of methods, of how
well someone can perform an activity or
Assessment demonstrate knowledge, usually against pre-set
criteria

the systematic collection of descriptive and

judgmental information necessary to make
Evaluation effective training and development decisions
related to the selection, adoption, value and
modification of various training activities
Learner assessment
Assessment - can be seen as the measurement of a process (formative
assessment) or as the measurement of a product (summative
assessment).
Assessment – is a structured process, needs to be planned and executed
in a structured fashion. It is about gathering evidence and should use
variety of techniques to gather evidence. It should focus on student’s
achievements. It must also be directly related to specific learning
outcomes.
Overall, assessment is orientated more towards the process of learning
than to the results of learning.
ASSESSMENT EVALUATION
Focuses on the student, Is concerned with the
and the students’ ability evaluation of the entire
to demonstrate the system.
achievement of the
learning outcomes.
Purposes of assessment
• assist learners to make choices about subjects or career paths
• determine prior or present knowledge, skills and abilities of learners
• determine whether the learners have mastered the learning outcome of
the course or programmes
• identify learner strengths and weaknesses to inform learners about
individual progress and development
• provide evidence of the effects and effectiveness of a course or
programme
• determine which aspects of the course or programme may be improved.
Fundamental requirements of outcomes-based
assessment
Ensuring a well- learners should be assessed against the criteria of the unit standard or the exit level
balanced outcomes of the course.
assessment: The learners should be provided with the opportunity to demonstrate or provide further
evidence of achieving the outcomes.
The assessment process should be considered an integral part of the learning process.
There should be some form of moderation to ensure consistency of assessment.

Demonstrations must take place at the culmination or end point of the learners’ learning experience
of competence:
should be related to a performance requirement
should show evidence of significant learning

must be of a high quality.

Principles of assessment

Clarity Transparency Validity Reliability

Objectivity Practicality Fairness Flexibility

Authenticity Relevance Transferability

Types of assessment in outcomes-based learning
Assessment Detail
Initial assessment Diagnostic assessment
Formative assessment Developmental assessment
Summative assessment A judgement about whether a learner can progress to the next level

Continuous assessment An evaluation practice with a cumulative character

Integrated assessment Demonstration of applied competence using a range of formative and
summative assessment methods

Evaluative assessment Information is compared and summarised and used for improvements in
the curriculum and teaching and learning practices
END PART 1
Methods and instruments of assessment

Methods and instruments of assessment are mechanisms (or tools) at

the disposal of the trainer to gather evidence of a candidate’s
performance and to ensure the effectiveness and efficiency of the
assessment process.
 is obtained when you observe someone’s
Direct evidence
performance in the execution of specific tasks.

Is the converse of direct evidence and may be

Indirect
collected by means of simulations and projects
evidence
and the assessment of products or services.

Historical Is evidence of what the candidate has done in the

evidence past.

Supplementary may be required to establish whether a learner

evidence can perform in a variety of circumstances.
Methods and instruments of assessment

Assignments Case studies Written work MCQs

Practical
Personal Projects and
Oral questions demonstration
interviews portfolios
or tests

Role Play Simulations

 Online Assessment

Online assessments are

Online assessment
A process in which administered with a
comprises a structured
assessment is conducted specific intent, which
evaluation of the skills,
electronically to gauge a can include testing the
characteristics, expertise
learner’s knowledge and current skill set of a
and knowledge of a
mastery of a specific learner as well as his or
learner, and is hosted
subject. her knowledge and
online.
learning abilities.
Benefits of online assessment
• Reduced administrative burdens
• Reduced marking time Challenges
• learners receive their results more quickly
• The process is environmentally friendly • Cost
• Scalability • Awareness
• Maintained examination integrity
• Legalities
• Remote invigilation is a possibility
• Increased security
• Academic dishonesty
• learners can write exams wherever they are • Safety
• Cost effectiveness
• Increased learner motivation, which enhances performance
• Improved use of facilitators’ time
• Reduced workload for facilitators
• More imaginative assessments are possible
• Support for higher-order thinking skills such as critiquing and problem-solving.
The process of assessment

FIGURE 8.2 The assessment process

Source: Author
Moderation in assessment
Moderation is a process that supports and evaluates the assessment environment,
processes and instruments with a view to confirming the reliability and authenticity of
assessment results and improving the quality of assessment and assessors.
1. Procedures for assessment should be explicit, valid and reliable, and such
procedures should be communicated to all stakeholders.
2. Assessment tasks must reflect the learning outcomes and performance criteria as
reflected in the learning material.
3. learners should be made aware of assessment requirements at the
commencement of their learning.
4. All assessment tasks should be graded against a marking scheme (rubric) that is
consistent with the assessment criteria.
5. Moderation processes should be evaluated periodically.
Programme evaluation: Concepts and design
It is crucial to evaluate training and development programmes in any organisation, not
only to determine whether the investment in training made by the organisation is money
well spent but also to determine whether the individual has benefitted from the training
and development.
Evaluation should be required of any organisational activity which represents a significant
investment of funds. Evaluation somehow completes the training cycle. It provides
feedback on effectiveness of training methods used and answer the question whether the
learning outcomes are achieved or not.
Traditionally this has not been required of the training and development department, but
it is becoming increasingly common for senior managers to discuss the need for training
and development to contribute to business performance.
The purpose of programme evaluation
Three Proving requires demonstrating ‘conclusively

Proving
that something has happened because of
general training and developmental activities’.
purposes for
evaluation:
Improving implies ‘an emphasis on trying to

Improving
ensure that either the current or future
programmes or activities become better than
they are at present’.

Learning recognises that ‘evaluation cannot

Learning
be divorced from the processes on which it
concentrates … and is an integral part of
learning and the development process itself’.
Principles of evaluation
The evaluation of training is a continuous process.

Training evaluation must be well planned.

There should be accurate and applicable measuring instruments.

Training evaluation is a form of quality control.

Evaluation looks at the wider training and development system as a whole.

 Is concerned with decisions
while the programme is being
Formative evaluation
developed and the materials
produced.
Types of
evaluation determines the extent to
which learners have changed
Summative evaluation because of participating in the
training and development
programme.
Post-instructional evaluation
• Post-instructional evaluation is conducted after a training and development
programme has been delivered.
• Kirkpatrick developed a view of post-instructional evaluation by arranging the possible
results of training in a four-level taxonomy:
Level Detail
1. Reaction Measures the reactions of participants to the programme.
2. Learning Measures knowledge, skills and attitude changes of the trainee.
3. Transfer Measures change in behaviour on the job and specific application
in the job.
4. Results The impact of the training programme on the performance of the
employee is examined and measured.
Techniques for evaluating outputs in the workplace
Hard outputs
• Outputs
• Time
• Costs
• Quality

Soft Outputs
• Work habits
• New Skills
• Work climate
• Development/advancement
• Feeling/attitudes
• Initiative
Evaluation Strategy
The evaluation strategy must answer the questions of; who, where and
when as these relate to the evaluation.
• Who (relates to responsibility) who will conduct the evaluation? Who
will collect information? Who will analyse and interpret data?
• Where (relates to location); where will the evaluation be done? Will it
be in the classroom, on the job or a combination of the two?
• When (involves timing) will the evaluation take place during the course,
at the end of the course, or at a later specified follow up date?
 Training evaluation design and process

FIGURE 8.4 A generic evaluation process Source: Author

Evaluation instruments
Tests or Skills-based
Questionnaires Projects
examinations tests

Structured
Facilitator
exercises and Interviews Focus groups
reports
case studies

The observation
of courses and
training
Summary
1. This chapter deals with the final stage of the systems least adequately performed step in the training and
model of training and development, namely learner development process. The simple view of evaluation is
assessment and programme evaluation. that it is the process where information is gathered
2. It is evident that learner assessment is a vital from learners, after which the training and
component of outcomes-based education. development programme is amended in the light of
these comments.
3. In the first part of this chapter, various facets of learner
assessment, including the purposes, principles, and 5. It is in fact much more complex because there are
types of assessment are discussed. It also deals with other stakeholders, apart from the learners, such as
methods and instruments of assessment, the designers, trainers and management. Each has its own
assessment process, and moderation in assessment. purpose, aims and objectives and these must be clearly
The training and development practitioner should be identified before evaluation can take place.
well versed in these aspects of learner assessment. 6. ‘Without evaluation, there is no mechanism for
4. The second part of the chapter focuses on programme establishing the changes to be made to the training
evaluation and quality assurance in training and and development programme, the degree of learning
development. Evaluation remains an important, if not attained by participants and the effectiveness of
crucial, aspect of the training and development training and development along both financial and
process. This final stage in the training and non-financial metrics.
development process is often the most neglected or