Event Survey Questions

Formative assessment is like tasting the soup as you cook. It is ongoing, diagnostic, and designed to guide learning. It gives students timely, actionable feedback during the process so they can adjust before the dish is served. Examples include quizzes, exit tickets, drafts, reflections, and teacher-student conferences. Formative assessments help identify misconceptions, adjust teaching strategies, and personalise support. They build student confidence and competence one taste at a time. Summative assessment is the finished dish served to the guests. It evaluates what students have achieved at the end of an instructional period. It measures mastery against learning outcomes and is used to judge the effectiveness of instruction. Examples include final exams, projects, performances, and standardised tests. Summative assessments do not shape the meal as it is being prepared, but they reflect every taste, every correction, and every adjustment that came before.

Understanding the Pitfalls of Assessments: Are We Measuring the Right Things? Assessment is an integral part of the learning process, yet it’s also one of the most challenging aspects to get right. Two fundamental pitfalls often arise during assessments, and they have profound implications for both teaching and learning. First is, assessing X While Trying to Measure Y: A classic example is the PISA math assessment that often ends up evaluating reading comprehension instead. Why? Because students who struggle to comprehend the question fail to demonstrate their math skills - even if they excel at mathematical reasoning. This misalignment happens in classrooms too. Imagine a science test designed to assess conceptual understanding of ecosystems. If the questions are worded in complex language, it might unintentionally assess a student’s vocabulary skills instead of their understanding of ecosystems. As teachers, we must ask ourselves: Are we truly measuring the learning outcomes we intended? Second is, overlooking unintended learning outcomes: Focusing solely on right and wrong answers can often blind us to the hidden gems in a student’s responses. Consider a student solving a math problem incorrectly but coming up with an innovative method to reach their conclusion. By fixating on the "wrong answer," we may overlook their creative problem-solving potential. Another example: In a group project, a teacher might assess the final product while ignoring the critical teamwork and collaboration skills students developed during the process. Are we missing out on recognizing and nurturing essential life skills? What Can We Do as Educators? Design assessments thoughtfully: Ensure they measure the intended learning outcomes without being overly dependent on other skills. Be open to surprises: Sometimes, the "incorrect" or "unexpected" answers can tell us more about a child’s creativity and thought process than the correct ones. Reflect on our practices: Regularly question whether our assessments align with our teaching objectives and whether they capture the full range of student learning. Let’s shift the narrative around assessments to make them more inclusive, reflective, and meaningful. After all, assessments should not just measure learning - they should promote it! #education #assessment #learning #pitfalls #teachers #priyankeducator

Objective or Outcome? A Simple Teacher’s Guide Have you ever written: “Students will understand photosynthesis.” If yes, you’re not alone. Many teachers use statements like this as learning objectives. The intention is good, but there’s a small problem: 👉 How will you know that students truly understand? Words like understand, know, and learn are difficult to observe and assess. As teachers, we need statements that clearly show what we plan to teach and what learners will be able to do afterwards. ➡️ Learning Objective: The Teacher’s Roadmap A learning objective describes what the teacher intends to teach during the lesson. Instead of: ❌ Students will understand photosynthesis. Try: ✅ The teacher will explain the process of photosynthesis using diagrams, examples, and discussion. This statement clearly communicates the teaching focus and instructional intention. ➡️ Learning Outcome: Evidence of Learning A learning outcome describes what learners will be able to demonstrate after the lesson. Example: ✅ Students will be able to explain the process of photosynthesis in their own words and identify its major stages. Notice the difference? The outcome focuses on what students can actually do, making learning visible and measurable. ➡️ Watch Out for These Red-Flag Verbs ❌ Understand ❌ Know ❌ Learn ❌ Become familiar with ❌ Appreciate ❌ Be aware of When possible, replace them with action verbs that can be observed and measured. 💪🏻 Action Verbs for Learning Outcomes ✔️ Remember- Define, List, Recall, Identify ✔️Understand- Explain, Describe, Summarize, Classify ✔️Apply- Use, Demonstrate, Solve, Implement ✔️ Analyse- Compare, Differentiate, Analyze, Examine ✔️ Evaluate- Justify, Assess ✔️ Create- Design, Develop, Construct ⁉️ A Question Every Teacher Should Ask ➡️ Before entering the classroom, ask: “What am I going to teach?” → Learning Objective ⬅️ Before leaving the classroom, ask: “What will my students be able to do now that they couldn’t do before?” → Learning Outcome When objectives and outcomes work together, lesson planning becomes clearer, assessment becomes more meaningful, and learning becomes more purposeful. #LearningObjectives #LearningOutcomes #BloomTaxonomy #LessonPlanning #CBSETeachers #NEP2020 #TeachingStrategies #EffectiveTeaching #TeacherResources #ClassroomInnovation #OutcomeBasedEducation #Pedagogy #TeacherDevelopment #EducationMatters #TeachersOfIndia #LearningDesign #StudentLearning #SmartTeaching #FutureOfEducation

HOW DO I KNOW MY STUDENTS ARE ACTUALLY LEARNING? 🎓 Every intentional teacher asks this - even the most experienced ones. Here are reliable indicators of learning: • Students can explain concepts in their own words • Errors reduce after targeted feedback • Student questions reflect reasoning, not memorization • Classroom silence reflects understanding, not confusion • Assessment outcomes align with lesson objectives Here’s the reality: Teaching does not automatically translate to learning without assessment. That is why: • Diagnostic assessments matter • Formative assessments matter • Continuous feedback loops matter If you observe: • A quiet classroom but weak results • Persistent misconceptions • Surface-level responses • Anxiety or panic during assessments Do not ignore the signals. Intervene early. Assess smartly and intentionally. CLARITY + ASSESSMENT = IMPACT. Educators: What signals help you confirm that learning is truly happening?

How do we measure beyond attendance and satisfaction? This question lands in my inbox weekly. Here's a formula that makes it simple. You're already tracking the basics—attendance, completion, satisfaction scores. But you know there's more to your impact story. The question isn't WHETHER you're making a difference. It's HOW to capture the full picture of your influence. In my many years as a measurement practitioner I've found that measurement becomes intuitive when you have the right formula. Just like calculating area (length × width) or velocity (distance/time), we can leverage many different formulas to calculate learning outcomes. It's simply a matter of finding the one that fits your needs. For those of us who are trying to figure out where to begin, measuring more than just the basics, here's my suggestion: Start by articulating your realistic influence. The immediate influence of investments in training and learning show up in people—specifically changes in their attitudes and behaviors. Not just their knowledge. Your training intake process already contains the measurement gold you're looking for. When someone requests training, the problem they're trying to solve reveals exactly what you should be measuring. The simple shift: Instead of starting with goals or learning objectives, start by clarifying: "What problem are we solving for our target audience through training?" These data points help us to craft a realistic influence statement: "Our [training topic] will help [target audience] to [solve specific problem]." What this unlocks: Clear metrics around the attitudes and behaviors that solve that problem—measured before, during, and after your program. You're not just delivering training. You're solving performance problems. And now you can prove it. I've mapped out three different intake protocols based on your stakeholder relationships, plus the exact questions that help reveal your measurement opportunities. Check it out in the latest edition of The Weekly Measure: https://lnkd.in/gDVjqVzM #learninganddevelopment #trainingstrategy #measurementstrategy

Mandatory training completion rates, attendance records, and learning analytics tell us what happened, but not whether training was effective. A question I frequently receive from audiences is: “What are the different ways we can measure training effectiveness?” This inspired my latest article, where I share practical examples of evaluation methods that go beyond attendance and satisfaction surveys, including how to assess whether: - Learners gained the intended knowledge and skills - They are applying what they learned on the job - Training is contributing to the desired organizational outcomes Yes, more rigorous evaluation requires effort, but it enables organizations to make better decisions and avoid wasting time, money, and resources on training that does not create meaningful impact. 🔗 https://lnkd.in/d_4k-Hjq #TrainingEffectiveness #LearningAndDevelopment #LearningEvaluation

The theme of my posts this weekend is inclusive assessment. Yesterday, I shared Tai et al.’s (2023) work and reflected on one of their central insights: assessment design is never neutral. Every choice carries serious implications: What students are asked to do. How they are asked to do it. Where they complete the task. How much time they are given. What tools they can use. What kinds of language, confidence, speed, or prior experience the task quietly rewards. All of these choices can open access for some learners and create barriers for others. In today’s post, I’m sharing a sketchnote on the features of inclusive assessment, drawing on Singer-Freeman et al. (2019). Their work reminds us that inclusive assessment should be directed towards designing assessments that measure the intended learning outcomes more fairly. Some key features include: Alignment: assessing the actual competency. Clarity: making instructions, expectations, and rubrics transparent. Scaffolding: building skills gradually so students can grow into more complex work. Supportive assessment environments: reducing stereotype threat and other pressures that distort performance. Inclusive content: using examples, prompts, and materials that do not assume one cultural background or life experience as the default. High utility value: creating tasks that feel meaningful beyond the grade. For me, the central message is this: Inclusive assessment asks us to look carefully at what our assessments really measure. Are we measuring learning? Or are we also measuring speed, confidence, test-taking culture, language privilege, prior familiarity with academic norms, and comfort under pressure? That question has become even more urgent in the age of AI. As educators redesign assessment to respond to generative AI, we need to make sure we are not solving one problem by recreating older forms of exclusion. Link in the first comment! #InclusiveAssessment #AssessmentDesign #AIinEducation #HigherEducation #TeachingAndLearning #AssessmentForLearning #AcademicIntegrity #EdTech #UniversalDesignForLearning #EquityInEducation

𝐀𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭𝐬 𝐚𝐫𝐞 𝐦𝐨𝐫𝐞 𝐭𝐡𝐚𝐧 𝐣𝐮𝐬𝐭 𝐪𝐮𝐢𝐳𝐳𝐞𝐬 𝐚𝐭 𝐭𝐡𝐞 𝐞𝐧𝐝 𝐨𝐟 𝐚 𝐜𝐨𝐮𝐫𝐬𝐞—they’re your chance to confirm that learning objectives are not only understood but also put into practice. To craft effective assessments, 𝐬𝐭𝐚𝐫𝐭 𝐛𝐲 𝐜𝐥𝐞𝐚𝐫𝐥𝐲 𝐝𝐞𝐟𝐢𝐧𝐢𝐧𝐠 𝐲𝐨𝐮𝐫 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐨𝐛𝐣𝐞𝐜𝐭𝐢𝐯𝐞𝐬. What should learners be able to do by the end of your training? Once you know this, you can design assessment questions or activities that directly reflect those outcomes. 𝐹𝑜𝑟 𝑒𝑥𝑎𝑚𝑝𝑙𝑒, 𝑖𝑓 𝑦𝑜𝑢𝑟 𝑜𝑏𝑗𝑒𝑐𝑡𝑖𝑣𝑒 𝑖𝑠 𝑓𝑜𝑟 𝑙𝑒𝑎𝑟𝑛𝑒𝑟𝑠 𝑡𝑜 𝑑𝑒𝑚𝑜𝑛𝑠𝑡𝑟𝑎𝑡𝑒 𝑎 𝑛𝑒𝑤 𝑝𝑟𝑜𝑐𝑒𝑠𝑠, 𝑖𝑛𝑐𝑙𝑢𝑑𝑒 𝑎 𝑠𝑐𝑒𝑛𝑎𝑟𝑖𝑜-𝑏𝑎𝑠𝑒𝑑 𝑡𝑎𝑠𝑘 𝑟𝑎𝑡ℎ𝑒𝑟 𝑡ℎ𝑎𝑛 𝑎 𝑠𝑖𝑚𝑝𝑙𝑒 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑒-𝑐ℎ𝑜𝑖𝑐𝑒 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛. In instructional design, 𝐭𝐡𝐞 𝐤𝐞𝐲 𝐢𝐬 𝐚𝐥𝐢𝐠𝐧𝐦𝐞𝐧𝐭. Each assessment should map directly to a learning objective. When learners complete the assessment, their performance should clearly indicate whether they’ve achieved the intended outcome. This approach not only validates the training’s success but also highlights areas for improvement in both the content and the learners’ understanding. Remember, 𝐚𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭𝐬 𝐚𝐫𝐞𝐧’𝐭 𝐣𝐮𝐬𝐭 𝐜𝐡𝐞𝐜𝐤𝐩𝐨𝐢𝐧𝐭𝐬—𝐭𝐡𝐞𝐲’𝐫𝐞 𝐭𝐨𝐨𝐥𝐬 𝐟𝐨𝐫 𝐠𝐫𝐨𝐰𝐭𝐡. By ensuring they’re aligned with your learning objectives, you set your learners up for success and create training that truly drives results.

Struggling to find measurable verbs for learning outcomes? 🤔 It looks like that seems to be a common theme. Choosing the right verbs is crucial when writing learning outcomes. These verbs will impact what practice will look like, what the assessment will be, and whether the skill can be transferred to the workplace. Words like "understand" or "learn" may sound good, but they’re not measurable. Sure, you do want your learners to 𝒍𝒆𝒂𝒓𝒏 x, y, and z, but you need to go deeper. Instead, we need verbs that clearly indicate what learners will do after training. Another way to think about it is to ask, “What will it look like if the learner knows this information?” The verbs you use should align with the type of learning. There are three domains: 🟢 cognitive (thinking) 🟢 affective (feeling/social) 🟢 behavioral (doing) So, the verbs you use should measure one of these three domains. (Although, they will usually be translated into behavioral objectives, because behavior is measurable, while learning and feeling are not.) If you don’t have a clear image in your mind of how to assess the learning outcome, you probably need to keep modifying. Here’s a quick breakdown: 👉 Cognitive domain: Focuses on knowledge and mental skills. Examples: analyze, evaluate, identify, explain, choose, differentiate. NOT: learn, understand For example, “Analyze employee feedback to identify improvement opportunities.” 👉 Affective domain: Targets emotions, attitudes, or values. Examples: support, demonstrate respect, advocate, prioritize, resolve. “Respect diverse perspectives” would be accurate, but it’s not measurable. Instead, “Demonstrate respect for diverse perspectives by not interrupting, making eye contact, and paraphrasing what the person said to show you heard and understand them" is better. Behavioral domain: Involves physical actions and skills. Examples: operate, assemble, conduct, perform, create. For example, "Perform a quality check on a product by inspecting for defects." ⬇️ Ask yourself, “What should the learner be able to do after the training?” Choose verbs that reflect observable actions. Remember: strong learning outcomes set the foundation for successful training. ------------------------ Hi! I'm Elizabeth! 👋 💻 I specialize in eLearning development, where I create engaging courses that are designed to change the behavior of the learner to meet the needs of the organization. Follow me for more, and reach out if you need a high-quality innovative learning solution. 🤝 #InstructionalDesign #LearningOutcomes #CorporateTraining #eLearning #LearningAndDevelopment #TrainingAndDevelopment #LXD