Team D: Training Assessment and Evaluation Plan 1

Team D: Training Assessment and Evaluation Plan 2

Table of Contents

Ho
 Team D: Training Assessment and Evaluation Plan 3

Introduction
Our company, A-1 Institute, specializes in training instructors who work in online
learning environments geared toward adult learners. We believe the importance of
assessment cannot be underestimated. According to the Edutopia website,
Assessment is an integral part of instruction, as it determines whether or not the goals
of education are being met (Author Unknown, 2008). In an effort to ensure we are
preparing our trainers adequately, our team has developed this assessment and training
evaluation plan. This plan will be used to prepare instructors for developing,
implementing, and analyzing different types of assessments in their online classrooms,
as well as implementing program evaluation.

Description of Training Modules

A-1 Institutes Assessment and Evaluation Training program is comprised of four distinct
learning modules, as described below. The instructional objectives are listed for each
learning module.

Learning Module 1: Learning Module 2: Learning Module 3: Learning Module 4:

Overview of Purpose of Developing Effective Program Evaluation
Assessment Assessment Assessments

Objective 1.1: Objective 2.1: Objective 3.1: Identify Objective 4.1:

Describe assessment. Describe the purpose four different types of Explain the
of assessment. assessments. importance of
Objective 1.2:
program evaluation.
Differentiate Objective 2.2: Objective 3.2:
between assessment Identify tools that Compare and contrast Objective 4.2:
and evaluation. can be used for different types of Describe the process
assessment. assessments. of program
evaluation.
Objective 3.3: Develop
at least two different
types of assessments.

Figure 1.1: Description of Learning Modules

Team D: Training Assessment and Evaluation Plan 4

Specific Assessments for Assessing Learners

In order to assess our learners progress in these four learning modules, we will
employ four types of assessments: diagnostic, formative, summative, and
performance/authentic assessment. The specific assessments we plan to use,
including their placement within the learning modules and rationale for each type of
assessment, are included in the chart below.

Type Placement Rationale

Diagnostic Prior to Learners will be assessed on their prior knowledge in

Assessment Module 1 regard to the instructional objectives indicated on
Figure 1.1.

Formative During Learners will complete short quizzes that consist

Assessment Module 1, 2, of multiple-choice questions to assess their
3, and 4 knowledge of the learning objectives for each
module.
Learners will participate in online discussions with
their peers on a regular basis.
Learners will create graphic organizers to
summarize main ideas.
Learners will write short 1-minute summaries at
the end of each lesson to demonstrate their
understanding of the content.
Learners will complete drag-and-drop exercises.
Learners will complete an end-of-program survey.

Summative At the end of Learners will complete a 20-question multiple-choice

Assessment each module exam at the end of each module.

Performance/ At the end of Learners will complete a performance/authentic

Authentic Module 4 assessment in which they will be required to develop
Assessment the following types of assessments:
a diagnostic assessment
a formative assessment
a summative assessment
a performance/authentic assessment.
These assessments will be graded using a rubric.

Figure 2.1: Description of Learning Modules

Team D: Training Assessment and Evaluation Plan 5

Examples of each type of the four types of assessment are described below.

Diagnostic Assessment
Diagnostic assessments will be used to gather information about the learners prior
knowledge of the subject or topic. Learners will complete a diagnostic assessment that
includes open-ended responses before starting the training program. Below is the
diagnostic assessment that will be used in this training program.

Figure 2.2: Sample diagnostic assessment

This diagnostic assessment will be used to gather data from the learners and to
determine a common starting point for instruction in each of the learning modules.
Team D: Training Assessment and Evaluation Plan 6

Formative Assessment
Formative assessments will be used throughout the learning process to measure
student learning. They provide feedback that helps learners identify their strengths and
weaknesses. Instructors can use the results of formative assessments to focus on areas
of weakness and improve their teaching in those specific areas.
Sample 1: Learners will complete many different types of formative assessments
throughout the training program. Below is one example of a formative assessment that
will be used in Module 1 of this training program.

Figure 2.3: Sample formative assessment for Module 1 (Venn diagram graphic organizer)

This graphic organizer, in the form of a Venn diagram, will allow learners to demonstrate
their understanding of how assessment and evaluation are alike and different.
Team D: Training Assessment and Evaluation Plan 7

Sample 2: Here is an example of a formative assessment that will be used in Module 2.

Figure 2.4: Sample formative assessment for Module 2 (1-minute summary)

This short 1-minute summary will allow learners to describe what they learned. The
instructor will collect and analyze these summaries to determine gaps in understanding.

Sample 3: This is an example of a formative assessment that will be used in Module 3.

Figure 2.5: Sample formative assessment for Module 3 (Drag-and-drop exercise)

(Note: Learners will complete this exercise using a computer. The example is shown to demonstrate how
this online learning exercise will be set up.)
Team D: Training Assessment and Evaluation Plan 8

Learners will complete this drag-and-drop exercise to demonstrate their understanding

of the four types of assessments discussed in this training program. The instructor will
examine the results of the exercise in order to determine and address gaps in
instruction.

Sample 4: Below is an example of a formative assessment that will be used in Module

4, at the end of the training session.

Figure 2.6: Sample formative assessment for Module 4 (End-of-program survey)

(Note: Learners will complete this exercise using a computer. The example is shown to demonstrate how
this online learning exercise will be set up.)
Team D: Training Assessment and Evaluation Plan 9

Learners will complete the end-of-program survey to share their opinions about the
overall success of the training program. They will rate the program according to the
choices provided on the Likert Scale (Strongly Agree, Agree Somewhat, Disagree
Somewhat, or Strongly Disagree). Instructors will use the data from the survey to
determine areas of strengths and weaknesses. They will use this information to revise
the training program for its next implementation period.

Summative Assessment
Summative assessments will be used to evaluate student learning at the end of the
four learning modules. Our summative assessments will include 20 multiple-choice
questions in the form of an exam, which will be administered at the end of each module.
The results of these assessments will be compared against a standard or benchmark
set by the assessment team at A-1 Institute.
The purpose of these assessments is to provide the instructor with data to demonstrate
whether the learners achieved mastery of the learning objectives of the learning
modules within the training program. They will also be used to determine the
effectiveness of the training program. These types of assessments will account for the
most points in the training program since they are comprehensive in nature.

Performance/Authentic Assessment
Performance/authentic assessments will be used to evaluate learners by having
them apply their skills or knowledge of the subject matter. For this type of assessment,
learners will be asked to create products such as projects, presentations, or other types
of authentic end products. Learners will complete these assessments during the third
learning module.
The purpose of these assessments is to allow learners to apply what they have learned
in the training program. In this case, the learners will be developing their own
diagnostic, formative, summative, and performance assessments.
Team D: Training Assessment and Evaluation Plan 10

Use of Assessment Data

The data that we will obtain from our assessments will vary. Some of it will be

quantitative in nature, while some of it will be qualitative in nature. For instance, the

surveys, questionnaires, Likert Scales, and summative assessments will provide

assessment data that is quantitative in nature. This data will allow us to compare our

results against the standards and benchmarks that have been pre-determined by our

assessment team as desirable outcomes. For any results that are outliers when

compared to these norms, we will work to develop strategies for improving the

instructional materials and learning modules within the program. The formative

assessments and other types of open-ended responses will provide qualitative data that

will be used to make improvements in our learning modules and program as a whole.

Figure 3.1: Qualitative Data vs. Quantitative Data

Team D: Training Assessment and Evaluation Plan 11

Use of Rubrics for Assessment

Rubrics will be a major form of assessment in the training program. Descriptive

rubrics will be used as a form of assessment because they clearly articulate exactly

what is expected of learners at each level of performance. Ideally, these rubrics will

leave no room for ambiguity, making it easy for learners to focus on what is expected

and also easy for trainers to score and provide structured feedback. Rubrics will be

given to learners prior to learning. In this way they can use these expectations as

guides for learning, and as a tool for self-assessment and consequent self-improvement

(Suskie & Banta, 2009).

Please refer to the Appendix for sample rubrics that will be used in this training

program.

Figure 4.1: Generic Rubric Format

Team D: Training Assessment and Evaluation Plan 12

Use of Assessments to Improve Instruction & Learning

Assessment is an integral component of education. Summative and formative

assessment efforts will be used as ways to improve instruction and learning in this

training program. First, assessment will be used to see if students are learning what the

program is intended to teach them. This is done by closely matching assessments to

stated goals and objectives.

Assessment will be further used to gather and analyze data about what is

working and what is not working. This information will be used to make informed

decisions about the training program. Through continual assessment and revision, the

training program will continue to improve and better meet the learners' needs.

Figure 5.1: Improvement Process Model

Team D: Training Assessment and Evaluation Plan 13

Evaluation of Training Program

The training program evaluation should be appropriate for learners and their

situation. The most popular model for evaluation of training and the most effective is

The Four Levels of Learning Evaluation. These four levels were described by Donald

Kirkpatrick in 1959. (MindTools Editorial Team, 2017).

We will use Kirkpatricks Four Levels of Learning Evaluation to measure the

following: Reaction, Learning, Behavior, and Results. We will conduct our evaluation

of the training program after the learners complete the training by having them complete

post-training surveys and/or questionnaires.

1) Reaction is how the learners feel about the training or learning experience, such

as the following:

How trainees are reacting to the training

If the trainees liked and enjoyed the training

If the training involved active participation of the trainees

If the training was practical and knowledgeable, and the trainees learned

what they needed to learn

2) Learning is the measurement of the intellectual capacity from before and after

the learning. This learning experience establishes the measurements of what the

learners have learned by having them participate in interviews or verbal

assessments.
Team D: Training Assessment and Evaluation Plan 14

3) Behavior is to see how the trainees have changed their behavior and how they

have applied the information they learned. The best measure of behavior is

through observations or interviews.

4) Results of evaluation are analyzed. If the training is successful, trainees will

become good employees for the business or organization and they will show

retention of the material that they learned during the training. When the trainee

learns and assimilates the training into their work environment, the possibilities

for increasing productions and sales will be high. Upon completion of the training,

the trainees will earn quality ratings and high customer satisfaction. (MindTools

Editorial Team, 2017).

Figure 6.1: Kirkpatricks Four Levels of Learning Evaluation

Team D: Training Assessment and Evaluation Plan 15

One of the biggest issues of this evaluation training program is that it requires a

lot of time and expense to implement. These levels teach the trainees to develop new

skills that they need to be successful in their careers as instructors in an online learning

environment for adult learners.

Using Data to Make Decisions About the Program

Assessment is collecting evidence of what a learner can do. It is the

performance that occurs in classroom conditions (also known as the learning

experience), and involves observing the learner, studying the results of examinations or

multiple-choice tests, and recollecting all the information from the learner to evaluate

him/her. (Julita, 2011).

Evaluation in general is the continual process of making determinations or

decisions based on the interpretation of evidence that instructors collect through

assessment. Evaluation data helps to make decisions to determine the success and

progress of the program, and to decide what kind of benefit the institution will get.

Evaluation data assists in resolving problems or any kind of issues that institutions or

learners might have. With evaluation data, the organizations or institutions are able to

make changes for the better. (Julita, 2011).

Learners will be asked to conduct online surveys, complete questionnaires, and

provide their feedback. We will use these results to improve our training program so our

organization is able to achieve high performance ratings.

Team D: Training Assessment and Evaluation Plan 16

Our company will evaluate our training program so we can determine specific

goals in a realistic matter, review organization plans, compare positive progress

between year to over year, check the advertising to ensure we offer the right messages

to customers, gain insight to determine interest in our training program, and determine

whether it is attractive to clients so we can do business with them.

The purpose of the evaluation data is to inform the progress and reach the goals

of our institution and help us be successful as a trusted provider of adult education

training programs.

Figure 7.1: A-1 Institutes goal is to become the trusted leader in training instructors for the field of adult
education.
Team D: Training Assessment and Evaluation Plan 17

References

Author Unknown. (2008). Why is assessment important? Edutopia website. Retrieved

from https://www.edutopia.org/assessment-guide-importance
Julita. (2011). Difference between assessment and evaluation. DifferenceBetween.net
website. Retrieved from
http://www.differencebetween.net/miscellaneous/difference-between-
assessment-and-evaluation/
MindTools Editorial Team. (2017). Kirkpatricks four-level training evaluation model:
Analyzing training effectiveness. MindTools website. Retrieved from
https://www.mindtools.com/pages/article/kirkpatrick.htm
Suskie, L., & Banta, T. W. (2009). Assessing student learning: A common sense guide
(2nd ed.). San Francisco, CA: Jossey-Bass/Wiley.
Team D: Training Assessment and Evaluation Plan 18

Appendix

Sample Rubric for Diagnostic Assessment

(Refer to Figure 2.3)

Sample Rubric for Venn Diagram in Learning Module 1 (Formative Assessment)

(Refer to Figure 2.3)