As readers of this column, and anyone who has ever attended my one of my workshops knows, I am a limited fan of learning objectives (LOs). I do think they are useful, and even essential, for two purposes: Structuring content and ensuring all important content is covered when creating learning materials.Creating fair, valid, and reliable … Continue reading Which Works Better: Learning Objectives or Pre-Quizzes?
In our previous two posts we reviewed the problems that occur when using rating scales for evaluations. First, we discussed (The Problem with Rating Scales) the difficulties that arise when rating data, which is ordinal, is treated as if it was ratio data prior to its use in mathematical operations, such as averaging. Then, we … Continue reading Creating Valid Skills/Performance 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
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
In my last blog post I made the assertion that randomizing questions does not affect exam difficulty. In other words, if Person A gets a set of exam questions in one order and Person B gets the same questions but in a different order, I asserted that both exams will be of the same difficulty. … Continue reading Does Question Order Affect Exam Difficulty?
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
I do a lot of exam validation and one of the questions I am frequently asked is: Do we need to validate ALL of our questions and exams? The answer is: It depends on what you are using the questions and exams for. Based on many years of experience here are my best practice guidelines: … Continue reading Validating Questions and Exams. How Much is Enough?
Often, when a product or service has existed throughout our entire lifetime it is hard to imagine what life was like before its invention. I remember asking my parents what they did before there were TVs. Similarly, children growing up today will have a hard time conceiving of a world before the mobile phone or … Continue reading Did Someone Actually Invent the Multiple-Choice Question?
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
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