Assessment and Evaluation Plan

Kimberly Kruse, Becki Sims, Evan Soskin, and Christie Strowman

Assessment of Learning/CUR 528
November 23, 2015
Professor Justin Atwood

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Assessment and Evaluation Plan
The following information pertains to an assessment and evaluation plan. The plan is
directly tied to the fictitious training course Assessment of Learning in Adult Education. The
plan also includes strategies and plans to assess students who participate in the course. Some of
the important concepts that must be considered in this plan include specific assessment
strategies, data collection, rubrics, evaluation strategies, and the follow-on decision making that
may be required to improve the training.
Assessments Used to Assess Learners
Several types of assessments will be used to gauge the progress of the learners in the
Assessment of Learning in Adult Education course. The first type of assessment that will be
used is formative assessments. These valuable measurements tools will be implemented
throughout the program in order to reveal whether or not students are learning throughout each
section of the training. If results show that the students did not understand the material, the
instructors will go back and modify instruction, so that students can be successful in future
courses (Suskie & Banta, 2009). Methods for formative assessments will be quick and simple
and will focus on checks for understanding during lessons. Checks will occur through class
discussions, worksheets, and collaborative learning activities, like stand up, hand up, pair up.
Additionally, a summative assessment will be used in order to reveal whether or not
learners have reached the program goals, ultimately, having an in depth understanding of
assessment in adult education. This assessment will be administered after all instruction is
finished. The summative assessment for this course will include students working in groups of
four to create and present a PowerPoint presentation demonstrating their knowledge of various
types of assessments and their purposes. This will reveal what information students have taken

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away from the course and whether or not they have an accurate understanding of the information
that was taught. See Figure 1 for specific information that will be captured in the PowerPoint.
Expectations for PowerPoint Presentation
Discuss the purpose of assessments
Describe formative assessments
Provide examples of formative assessments
Describe summative assessments
Provide examples of summative assessments
Identify differences in quantitative and qualitative
assessments
Explain the use of Rubrics in the assessment process
Discuss how peer and self-assessments aid the
assessment process.
Figure 1. Expectations for PowerPoint Presentation

Along with formative and summative assessments (see Figure 2 for details regarding this
course), an end of course survey will also be provided at the close of the last day of the course.
This survey will allow the staff to collect and review student perceptions of the entire course, and
these perceptions will be analyzed in a formal process. This way, student responses to the
material will be revealed, including which areas are receiving positive feedback, and which areas
could be improved in order to connect better with the audience (Suskie & Banta, 2009).
Formative and summative assessments along with an end of course survey are some of the most
effective forms of assessment for this training. Additional summative assessments will come in
the form of requiring the students to add to/build a portfolio with various assignments, and
continuous monitoring of professional certification requirements which will ensure course
content is setting students up for future success.

Summative

Formative

Quiz x 2
1 Test
Paper x 2
1 Group Project

Checks
comprehension
Provides
feedback to
instructor and
student
If positive:
Builds
confidence in
learner

End of course
presentation
Portfolio
Succesful acquisition
of professional
certification

If negative:

Points to areas
that need
improvement

Figure 2. Assessing the Assessment of Learning in Adult Education Course

With formative assessment, the instruction can be modified during the course or the
training in order to better meet the needs of the audience. The summative assessment will
provide information about how well students have comprehended the lessons from the training
overall. This will portray what goals have been met, and which parts of the instruction may have
to be adjusted for future training. Finally, the end of course survey is excellent for evaluating all

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aspects of the program as a whole, according to the learners. All of these assessment methods
will help ensure that the program is worthwhile for the learners.
Data Collection
In order to determine if training is effective, collecting data and assessing knowledge is
vital to documenting training improvement. For this reason, several data points will be collected
throughout the course of this training. Quantitative data collected will include test scores used to
evaluate knowledge of students both before and after instruction. This data will clearly indicate
where knowledge gain has occurred and where knowledge gaps still exist. Evaluation of these
results should display well in a bell curve and as such trends in scores (results too high or too
low) might reveal an issue with the instruction or the curriculum content. Specifically, the
content areas we will evaluate through quantitative measures are knowledge of the purpose and
benefits of performing assessments, various types of assessment, and ability to analyze
assessment results. Through assessments, we will also gather qualitative feedback by analyzing
and observing our students ability to develop an assessment plan. Observations will assess
students logical thinking reasoning, causation, and creativity. The qualitative evaluation process
gives insight into students comprehension and application of knowledge that is more difficult to
evaluate in a quantitative assessment.
Rubrics to Evaluate Understanding
We will primarily use a descriptive rubric throughout this course. An example of the type
of rubric used to assess student comprehension is shown in Figure 3. The main advantage of this
rubric is to ensure the student clearly understands expectations, and what is required to earn the
highest score on an assignment. Use of this rubric will keep scoring relatively easy and uniform

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across all students, and also allows the staff to analyze the collective results of the learners as
well as evaluate trends using hard data.
CATEGORY

Excellent

Strong

Moderate

Weak

Content(25%)

Allrequired
informationfrom
thesyllabusis
expertlypresented.
Pointsaresupported
bypeerreviewed
sources.

Allrequired
informationfrom
thesyllabusis
included.Student
showsstrong
knowledgeofthe
subjectmatter.

Inputhasall
required
information,
however,thelearner
showsamoderate
degreeof
understanding.Most
ofthesourcesare
valid/peerreviewed.

Morethan25%of
therequired
informationis
missing.Sources
areweak.

Focused(25%)

Information
presentedisclear,
concise,and
focused.

Informationis
strongandfocused,
however,thereare
minorproblems
withclarity.

Informationis
moderatelyfocused,
andsomeofthe
mainideasarenot
clear.

Informationisweak
andnotclearly
focused.Content
tendstojumpfrom
ideatoideawithno
clearconnections.

Diagrams&
Illustrations(25%)

Diagramsand
illustrations
expertlyconveythe
messageandassist
thereader
understandcomplex
material.

Diagramsand
illustrationsare
clearandconcise
andprovidestrong
informationthat
aidsthereader.

Diagramsand
illustrationsare
moderatelyaccurate
andthecontentadds
substancetothe
material.

Diagramsand
illustrationsdonot
haveadirect
correlationtothe
material,andtendto
addconfusiontothe
content.

Organization(25%)

Informationis
clearlyorganized.
Theintroduction,
body,andsummary
aredistinctand
separateandthere
arenoformaterrors.

Informationis
organizedinaneasy
toreadformat,and
theauthorincluded
anintroduction,
body,andsummary.

Informationis
moderately
organized,
introduction,body,
andsummaryare
present,however,
thereisroomfor
improvement.

Theinformationis
notwellorganized.

TotalScore

/16

Finalcomments/
Suggestionsfor
improvement
Figure 3. Sample Rubric used in the Assessment of Learning in Adult Education Course

Using Assessments to Improve Instruction and Learning

Formative and summative assessments will provide information to improve instruction
and learning in the Assessment of Adult Learning Course. Multiple layers of the training
organization will be involved in assessments including students, staff, and outside monitors.
Upon completion of the formative and summative assessments (and subsequent analysis of data),
recommendations for improvement will be submitted to the organization. At a minimum, a
formal assessment will occur once every two years. A collaborative (multiple layers of the
organization) effort helps to ensure that instruction is improved holistically. See Figure 4 for
specific information that will be reviewed.
Topics for Course Content Review
Course pre-requisites
Resources (money, manpower, and time)
Reference Material
Student throughput and student to instructor ratio
Units and Topics
Learning Objectives
Instructional Material (Lesson Guide, Student
Guide, Media Material)
Delivery Method / Mode
Instructor Evaluations
Class Schedule
Testing / Assessment process
Figure 4. Items to review for course content review.

During the collaboration, the evaluators will discuss informal feedback that was received
from learners during the training. One of the types of informal feedback will come in the form
of a mid-course survey (see Figure 5). Feedback provides instructors with information that may
help them determine trends and consistencies throughout individual courses, as well as the entire
program. Formative assessments can also provide feedback regarding what is working and what
issues may continue to arise within specific course content areas.

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Assessment of Learning in Adult Education Course / Mid-Course Survey
Student Name:
Date of Course:
Strongly Agree
1.
2.

3.

4.
5.

6.

7.

Agree

Neither Agree
or Disagree

Content is
easily
understood.
Course
activities help
develop my
confidence.
The instructor
answers my
questions
satisfactorily.
Barriers to
communicatio
n are minimal.
Course
materials are
readily
available and
support the
training.
I think this
training is
going to
benefit me in
the future.
I am satisfied
with the level
of information
that I am
learning.
Comments:
Figure 5. Mid-Course Survey

Evaluating the Training

Disagree

Strongly
Disagree

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As discussed in Royse, Thyer, and Padgett (2010), evaluation of the Assessment of
Learning in Adult Education course will address concepts such as relevance, response,
relationship, and results. Evaluation of the training program will include formal evaluations and
summative data. In addressing relevance, response, and results, we will use formal feedback
from learners. Analysis of formal feedback, such as the end of course evaluations, will be useful
in determining whether the program is meeting student goals and expectations. A committee
comprised of trainers, administration, and students will analyze qualitative data received from
formal evaluations. See Figure 6 for a sampling of information categories that will be analyzed.
Student input within the evaluation is essential in a complete analysis. Student representatives
will help further explain results from their perspective, resulting in increased accountability of
trainers and program management.

Analyzing Evaluative Information for the

Assessment of Learning in Adult Education Course

Student Feedback

Staff Feedback

Relevance

Student perceives the training as

relevant.

Response

Students expressed satisfaction

with the training.

Relationship

Students easily correlated course

content to future use of the
material.
Assessments were in line with
the training. Training brought
desired result.
Learning objectives were easily
understood, and course activities
and assignments helped the
student meet desired outcomes.

Course content is accurate.

Follow up with students to
ensure goals and objectives meet
future (employment) needs.
Staff responded appropriately to
the students responses by altering
the delivery methods with little
to no impact to the curriculum.
There is a relationship between
the outcome and the training.

Results
Learning Objectives

Assessments had accurate

grading scales/rubrics.
Objectives were met.
Able to accomplish objectives
given organization/time
constraints. Learning objectives
were comprehensive and
supported course goals.

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Assessments are valid and
reliable
Process

Grading is objective vice

subjective.
Students were able to apply
previous learning to new
material.

Learner Centered

Student perceives training is

tailored to their needs.

All things considered, the

training results can be replicated.
Staff ensured the complex
material was chunked and that
scaffolding of the course content
was logical.
Staff focuses and adjusts to the
learner as appropriate. An
appropriate level of focus on the
humanistic nature (flexing to the
students) is afforded.
Course and organization goals
were met.

Student perceives the final result

(culmination) of training to have
met their expectations.
Figure 6. Template for Analyzing Evaluative Results

Outcomes align with goals

Evaluation of summative assessment data aids in the process of measuring results.

Trainers and management will evaluate this quantitative data. This team will use assessment
results to determine whether the program is meeting the expectations and goals of the
organization. The formal evaluation report will be disseminated to upper management, who can
then determine if the program needs are changing and further evaluate the possible need for
program change or resource allocation within the program.
Making Decisions about the Program
Upon completion of evaluating and assessing the course (Assessment of Learning in
Adult Education), the staff may be required to make decisions. Data needs to be analyzed, and a
systematic approach regarding program changes needs to be implemented. Royse, Thyer, and
Padgett (2010) provide a typical template that helps the decision making process (see Figure 7).
In addition to the standard processes for making decisions to change training (SME and
organization staff decisions), it is prudent to collaborate with other experts (outside the activity),
as other (valuable) points of view may be gleaned from outside entities.

Template for Performing Productive Evaluations

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Resources

Staff
Students
Course
Documentation
Outside Monitor
One week of time
every two years
Protocol for
meeting
Results of the
previous review
Data on current
program cost
Personnel who
have evaluated
training /
instruction.

Activities

A review
formal and
informal
feedback
Break into
groups and
review
curriculum,
reference
material, and
assessment
strategies.
Modify
curriculum
as able.

Outputs

Implement
improved
training.
Develop a
course of
action for
items that
cannot be
immediately
solved.

Short-Term
Outcomes

Training is
improved
Students are
satisfied with
training
Staff
functions at a
higher level

Figure 7. Template that aids the decision making process.

Impact (Longterm)

Course
Revision
Improved
delivery
methods
Course
remains
current.

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Reference
Royse, D., Thyer, B. A., & Padgett, D. K. (2010). Program evaluation: An introduction (5th ed.).
Belmont, CA: Wadsworth.
Suskie, L., & Banta, T. (2009). Assessing Student Learning: A Common Sense Guide (2nd ed.).
San Francisco, CA: Jossey-Bass.