Last week we showed the results of a survey that provided evidence that learners overwhelmingly choose to study for an exam by re-reading the course material, to the exclusion of other more effective study methods. But what about confidence? Who is more confident: learners who restudy or learners who take practice tests? And how does … Continue reading You Have a Test. Have You Studied? Good. Are You Confident? Not So Fast.
Large numbers of studies have demonstrated the benefits of repeated testing. Requiring learners to retrieve and process previously learned information reinforces what they know and strengthens the neural connections, leading to long term retention. Most of these studies use classic experimental design. They split a learning group in two: One group studies in the normal … Continue reading The Benefits of No Stakes Quizzing
By now most of us have bought into the idea that learning needs to be a process, not an event. Without a continuous learning process we get the dreaded post-learning event forgetting effect: But, if we want our learners to be able to apply what they have learned one month, three months or six months … Continue reading Moving the Measurement Goal Posts
In our implementation of confidence-based learning we classify each test taker into one of four categories of confidence accuracy: Green -- this is the goal state. The employee is both knowledgeable and confident. Yellow – the employee is knowledgeable, but is not confident in his/her knowledge Orange – the employee is neither knowledgeable nor confident. … Continue reading Low Competence/ High Confidence: There’s a Name for That
I teach a workshop on “How to Create Fair, Valid and Reliable Tests.” The workshop focuses primarily on classic (usually multiple choice) knowledge-based exams. Since many of our clients use the Intela platform for sales training, most of them deliver two types of assessments: knowledge-based assessments to ensure content mastery and skills-based assessments to test … Continue reading Authentic Assessments
I’ve written and reviewed tens of thousands of test questions. To state the obvious to anyone who has ever done it: Writing good test questions is difficult. It’s the reason that serious testing organizations, like those that produce the SATs and the ACTs, spend millions of dollars creating quality questions. Those of us who work … Continue reading How Good Are Your Test Questions? And How Do You Know?
For trainers who do remote, unproctored, testing (e.g. testing a distributed sales force) one nagging question is always: “Are my learners cheating?” Usually followed by the question: “If they are, can I tell?” The answers are (in order): maybe and maybe. It turns out there are three ways to detect cheating: one pretty simple, which … Continue reading How Intela Helps You Detect Test Collusion (Part One)
Recently, we announced the addition of confidence-based testing to Intela’s growing list of learning activities. So, what is the purpose of confidence-based testing? Its purpose is NOT to make learners more confident, as many people may think (and some products claim to do). Its purpose is to make learners appropriately confident. Confidence is a personality attribute. By … Continue reading What Most Trainers Get Wrong About Confidence-Based Testing (And How Intela Gets It Right)
Intela has now added confidence-based testing to its ever-growing list of Continuous Learning activities. This means, that in addition to mastery/certification testing, pre-post testing, adaptive questioning and other forms of assessment, you can now use Intela to measure learners’ confidence in their knowledge. For those not familiar with the concept, the idea of confidence-based … Continue reading Intela ™ Adds Confidence-Based Testing
While working on test validation projects I often get asked: How long should my test be? The answer is pretty simple: The test needs to be long enough to cover all the important content of the learning system. And how do you do that? You do it by writing the questions to the learning objectives. … Continue reading How Adding One Question to an Exam Can Make it Easier to Pass