Reporting Level One Evaluations

In our last blog post we pointed out the many problems with rating scales. We hope we convinced you that doing traditional math on these scales is a mathematically invalid exercise. So, the question becomes: How do we report results from Level One and Skills Evaluations? The answer is somewhat different for each. We will … Continue reading Reporting Level One Evaluations

The Problem with Rating Scales

What’s wrong with rating scales? A lot. They are ubiquitous in learning and assessment, appearing primarily in two types of evaluations: Level One “smile sheets”Skills evaluations The same criticisms apply to both usages, though the proposed solutions are different. In Level One evaluations rating scales are primarily used as responses to statements about a learning … Continue reading The Problem with Rating Scales

Randomizing vs. Subsetting Exam Questions

In discussions with clients I notice that some people inadvertently use the terms randomizing and subsetting interchangeably, though they are really quite different with entirely different consequences for exam validity. Randomization means that all test takers get the same questions but in different order. Subsetting means that each test taker gets a different subset of … Continue reading Randomizing vs. Subsetting Exam Questions

It’s Now More Important Than Ever To Validate Assessments

Now that all learning has moved online (traditional eLearning, microlearning. virtual coaching, virtual classrooms, etc.) it’s important to look at the flip side of the learning coin: Assessments. As we’ve discussed many times in this blog there are two types of assessments: Assessments for learning -- sometimes called formative assessments Assessments of learning – sometimes … Continue reading It’s Now More Important Than Ever To Validate Assessments

Using Microlearning to Ensure Long Term Mastery

In our past two posts we examined strategies for using microlearning for (a) delivering new content and (b) creating a sustainment learning strategy. This week we will consider how to use microlearning in the case where there is a large learning event and the goal is to achieve and sustain mastery. Returning to the classic … Continue reading Using Microlearning to Ensure Long Term Mastery

Why Are You Quizzing Me on What I Already Know?

Intela has a variety of evidence-based Microactivities that improve and sustain learning. One of the more popular activities is the Learning Sprint. A Learning Sprint is a flashcard-like exercise in which learners are required to answer questions from an item pool over a period of several days or weeks (exact scheduling can be set by … Continue reading Why Are You Quizzing Me on What I Already Know?

You Have a Test. Have You Studied? Good. Are You Confident? Not So Fast.

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.