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Clark Quinn's Learnings about Learning
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22 November 2017

Solutions for Tight Cycles of Assessment

Clark @ 8:03 AM

In general, in a learning experience stretching out over days (as spaced learning would suggest), learners want to regularly get feedback about how they’re doing. As a consequence, you want regular cycles of assessment. However, there’s a conflict.  In workplace performance we produce complex outputs (RFPs, product specs, sales proposals, strategies, etc). These still typically require human oversight to evaluate.  Yet resource limitations are likely in most such situations, so we prefer auto-marked solutions (read: multiple choice, fill-in-the-blank), etc.  How do we reconcile meaningful assessment with realistic constraints?  This is one of the questions I’ve been thinking about, and I thought I’d share my reflections with you.

In workplace learning, at times we can get by with auto-assessment, particularly if we use coaching beyond the learning event.  Yet if it matters, we’d rather them practice things that matter before they actually are used for real work.  And for formal education, we want learners to have at least weekly cycles of performance and assessment.  Yet we also don’t want just rote knowledge checks, as they don’t lead to meaningful performance.  We need some intermediate steps, and that’s what I’ve been thinking on.

Multiple choice mini-scenario structureSo first, in Engaging Learning, I wrote about what I called ‘mini-scenarios’. These are really just better-written multiple-choice questions.  However, such questions don’t ask learners to identify definitions or the like (simple recognition), but instead put learners in contextual situations.  Here, the learner chooses between different decisions. Which means retrieving the information, mapping it to the context,  and then choosing the best answer.  Such a question has a story context, a precipitating situation, and then alternative decisions. (And the alternatives are ways learners go wrong, not silly or obviously incorrect choices).  I suggest that your questions should be like this, but are there more?

Branching scenarios are another, rich form of practice. Here it’s about tying together the decisions (they do tend to travel in packs) and consequences. When you do so, you can provide an immersive experience.  (When designed well, of course.)  They’re a pragmatic approximation of a full game experience.  Full games are really good when you need lots of practice (or can amortize over a large audience), but they’re an additional level of complexity to develop.

Another one that Tom Reeves presented in an article was intriguing. You not only have to make the right choice, but then you also choose the reason why you made that choice. It’s only an additional step, but it gets at the choice and the thinking.  And this is important. It would minimize the likelihood of guessing, and provide a richer basis for diagnosis and feedback.  Of course, no one is producing a ‘question type’ like this that I know of, but it’d be a good one.

An approach we used in the past was to have learners create a complex answer, but have the learner evaluate it! In this case it was a verbal response to a question (we were working on speaking to the media), but then the learner could hear their own answer and a model one.  Of course, you’d want to pair this with an evaluation guide as well. The learner creates a response, and then is presented with their response, a good response, and a rubric about what makes a good answer. Then we ask the learner to self evaluate against the rubric.  This has the additional benefit that learners are evaluating work with guidance, and can internalize the behavior to become a self-improving learner. (This is the basis of ‘reciprocal teaching’, one of the component approaches in Cognitive Apprenticeship.)

Each of these is aut0-(or self-) marked, yet provides valuable feedback to the learner and valuable practice of skills. Which shouldn’t be at the expense of also having instructor-marked complex work products or performances, but can supplement them. The goal is to provide the learner with guidance about how their understanding is progressing while keeping marking loads to a minimum. It’s not ideal, but it’s practical.  And it’s not exclusive of knowledge test as well, but it’s more applied and therefore is likely to be more valuable to the learner and the learning. I’m percolating on this, but I welcome hearing what approaches (and reflections) you have.

4 Comments »

  1. Si partimos de evaluaciones contextualizadas y complejas, mejor tambien será hacerlas de manera personalizada, tanto si son para escenarios propios de aprendizaje formales, informales o en el lugar de trabajo. Y mejor también que las preguntas se las cuestionen los propios aprendices y expongan una serie rizomatica de posibles soluciones que a pesar de ser personalizadas pasen a ser socializadoras ya que de esta manera tendran siempre una vision más periférica de lo que ellos pretenden realizar o ya han realizado…..

    Cada aprendiz (trabajadores…) pasa por un período de caos, la confusión y se siente abrumado por la complejidad antes de nueva información conceptual trae consigo una reestructuración espontánea de los modelos mentales en un nivel superior de complejidad permitiendo así que un aprendiz para comprender conceptos que eran formalmente opacos, y asi es, nos sirve para entender que cualquier aprendiz es capaz de llevar a cabo “su complejidad” pero dificilmente la de otros, con lo que es aprendizaje bajo el paraguas de cualquier sistema es imposible que funcione (lo cual hasta ahora no se ha entendido, es más, todos los sistemas educativos están diseñados bajo aspectos uniformizadores, con lo que contradice estos planteamientos y hace que “la enseñanza sea lo más considerado y el aprendizaje personalizado, el gran desconocido”

    Comment by Juan Domingo Farnos Miro — 22 November 2017 @ 10:28 AM

  2. […] LearnletsSolutions for Tight Cycles of Assessment – Learnlets […]

    Pingback by ID and eLearning Links (12/3/17) – Experiencing E-Learning — 3 December 2017 @ 7:47 PM

  3. Thanks for posting this :-)

    I love mini-scenarios for precisely the reasons you point out – they shift assessment from basic recall to application.

    Re “You not only have to make the right choice, but then you also choose the reason why you made that choice. ” Shouldn’t you always at least imply the thinking in the choice. For example: Choice 1: You decide to X because (insert rational) and (insert hoped for consequence).

    Choice 1: You decide to post a note on the notice board. That way you’ll save time, an important consideration for you. You’re hope is that everyone will see the note and stop coming to you with unrealistic requests.

    Then feedback would build on this. This is an ok option and in some situations it may work well. This choice will save time however it may seem a bit disrespectful. A better choice would be to talk to each person individually. That will resolve the issue and provide you with opportunities to further clarify your boundaries in this area.

    If this is graded then this would get 1/2 mark or whatever a partially correct mark is worth for you.

    Cheers,

    Jamie

    Comment by Jamie Billingham — 11 December 2017 @ 1:44 PM

  4. Jamie, thanks for the feedback. On the dual choice question, the problem with including the rationale in the choice is that it doesn’t really check their understanding. If they chose the right answer for the wrong reasons, the second step could disambiguate it. Unless you had the same response a few times, with different rationales… Thanks for the thought!

    Comment by Clark — 11 December 2017 @ 1:48 PM

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