Outline Running head: OUTLINE AND NOTES FOR PRESENTATION

Outline and Notes for Presentation

Outline and Notes for Presentation Title Page of Presentation Slide 1

Outline This Assessment Interview is being presented by Yvette Appiah, Rebecca Booker, Andrea Fricks, and Jenifer Lee for AET 535, Assessment and Evaluation in Adult Learning, University of Phoenix. Outline of PowerPoint Presentation Slide 2

These are the topic areas that will be discussed today, in reference to the assessment interviews that were conducted: Introduction Interview Questions Purpose of Assessment Development of Assessment Implementation of Assessment Analysis of Assessment Conclusion Introduction Notes Slide 3 Team A interviewed two post-secondary instructors and two corporate trainers. When asked several questions on assessments, the answers showed a variance in techniques and purposes. In addition, a variety of assessment tools produce results appropriate for the diverse educational environments. Purpose of Assessment Notes Slide 4 Assessment is the systemic collection and analysis of information. When comparing and contrasting both the post-secondary and corporate trainer, the following was found for each question asked on the Purpose of Assessments:

Outline

1. Based on your purpose for assessment, which format for assessment do you use in your learning environment and why? a. Both the corporate trainers and the post-secondary instructors stated many forms of assessments.
b.

One trainer mentioned doing an initial level of knowledge questionnaire to understand needs of employees, and the only one that mentioned using a performance matrix to monitor employee job performance. The other trainer adds narrative response questions, so that students are able to add comments on what was best and what could be better.

c.

One instructor found that role-play assessments were appropriate for his subject matter, but his final exams are traditional. The other instructor had a number of assessment techniques, some involved students interacting with each other, while others were more traditional, like essays and quizzes.

2. How do you decide which type of assessment to apply to a certain objective? a. In deciding on what type of assessment to apply to objectives, both the trainers and the instructors had their own methods to determine this.
b.

One trainer expressed a concern with positive and consistent results with her assessments, while the other trainer says objectives are

Outline

usually determined by what is being measured or can be measured easily.

c.

One instructor is concerned with students being able to apply the information and skills to the real world, while the other instructor is more concerned that the students understand why they are or are not succeeding, and using that for future courses.

Development of Assessment Notes Slide 5 Assessments are an approach designed to help instructors/trainers find out what students are learning in the classroom and how well they are learning it. When comparing and contrasting both the post-secondary and corporate trainer, the following was found for each question asked on the development of assessments: 1. How have you gone about identifying student/employee learning/training needs in your learning environment?
a.

How learning/training needs are identified varied amongst the individual trainers and instructors. It did seem that in all cases, communication of some type is the key.

b.

One trainer expressed that training is developed based on previous experiences and best practices overtime. Most of their training has come as a result of what works on the job. Successful employees have been able to share what works and what doesnt. The other trainer uses questionnaires and surveys to identify student needs. These allow the student to share what is important and valuable to them.

Outline
c.

One instructor lists several ways that she stays in communication with her students: individual student conferences, group work, and through email. This way she always knows what they are struggling with. The other instructor finds out student goals at the beginning of the course by asking on the first day why they are here and taking this class, and then will customize his course to their goals.

2. How are assessment strategies and tasks selected, adapted, or developed for your learning environment? a. Both the trainers and the instructors provided different approaches to how they select, adapt, or develop assessment strategies for their learning environments.
b.

One trainer mentioned that the trainers and supervisors partner to bring suggestions on improving performance and she does a follow up with employees to consider their ideas on what is successful. The other trainer says that in the questionnaires and surveys she uses, the students are specific to what they believe is important to them and will offer what is affiliated with their professional association and provide indicators of future skill sets to use in their field.

c.

One instructor likes to find different ways to appeal to different learning styles by finding outside material to assist with the understanding of the lesson. She also talks to other faculty about new ideas for assessments and attends seminars to strengthen assessment skills. The other instructor tailors professional needs to the lesson,

Outline

based on levels of experience. He feels that communication and realworld applications are the way he adapts his assessments. Implementation of Assessments Notes Slide 6 Assessment of student/employee learning can be conducted using a variety of available instruments and methods. When comparing and contrasting both the postsecondary and corporate trainer, the following was found for each question asked on the implementation of assessments: 1. Explain why a combination of assessment approaches can be the most effective way to measure student/employee learning. a. All interviewees agree that to accommodate different learning styles, different assessments must be used. This way the instructor gets a more accurate idea of how the student is doing.
b.

One trainer mentions that employees are encouraged to determine what method works for them and the other trainer says that a variety of assessment approaches offer greater opportunities to provide the most appropriate feedback with an array of perspectives.

c.

One instructor says that different approaches allow instructors to see how well students are learning and the other instructor says that a variety of techniques should be used to reach everyone.

2. In your opinion, what is a reasonable amount of time to spend correcting each learners assessment?
a.

The time spent on correcting assessments varied based on the trainers and instructors learning environments.

Outline
b.

One trainer had a more long-term outlook on this question, suggesting that most employee assessments are completed within 90 days and the other trainer did not give a time but mentioned that she wants to understand the why and how of her students thinking, did they learn and what made it possible for them to learn.

c.

One instructor did not think that an amount of time could be pinned down on correcting written tests and the other instructor said that most types of assessments only take a few minutes per student, but written assessments took 20 to 30 minutes each.

Analysis of Assessments Notes Slide 7 Assessments can do more than simply diagnose and identify student/employee learning needs; they can be used to assist with improvements and determine whether instructors/trainers are meeting program outcomes and goals. When comparing and contrasting both the post-secondary and corporate trainer, the following was found for each question asked on the analysis of assessments: 1. Explain how you use assessments to improve curriculum and instructional strategies.
a.

Each trainer and instructor had their own explanation of how they use assessments to improve curriculum and instructional strategies; no two answers were the same for each learning environment.

b.

One trainer feels that peer review and feedback encourages collaboration and the other trainer says that when objectives are appropriate and clear and the assessments are specific to the

Outline objectives, this helps her in making adjustments that meet the student and program outcomes and goals.
c.

One instructor feels that being creative in instruction gets his students excited about the topic; assessments make the course more engaging, such as portfolio and role-playing and the other instructor evaluates her methods as she is assessing student work; to determine if the class objectives are being met and to help her decide which assignments are working.

2. Based on student/employee feedback and your observation, which assessments do students/employees respond best to?
a.

No matter what learning environment you may be in, training or post-secondary, both trainers and instructors gave a variety of answers to which assessments students/employees respond best to.

b.

One of the trainers felt that her employees respond to bi-weekly feedback and access to online reports; which promote personal goals for success and competition within teams and the other trainer says that her students prefer the quantitative approach; it is quicker and faster, but students will take the time for a qualitative assessment to offer their thoughts on the instruction.

c.

One instructor feels that her students like rubrics and grade sheets, and the specific information they give them and the other instructor feels that his students respond best to any interactive type assessments; anything that is multi-dimensional.

Outline Conclusion Notes Slide 8

Each interviewee mentioned that on some level they accept and need for feedback from peers and or students. Communication seems to be the key factor when dealing with assessments and overall student performance. Does anyone have any questions at this time?