‘Oh no, not another test’!! – How to Engage and Evaluate?

Ask any school-kid, the consensus sways towards a general apathy towards exams and tests. But moving on from our school days, do we really look forward to assessments in corporate learning as well?

If our assessments are immersive and successfully capture learner-interest – Then, yes, your learners too can look forward to assessments. Here are a few innovative ways of assessing your learners, carving a path for not just recall – but actual application of knowledge gathered.

Ask the right question

Objective questions can be successfully utilized to assess learner understanding. However, asking the right questions is important.

• Try to frame questions that test behavior, rather than just memory. So, instead of asking questions that begin with ‘what is’, frame questions that encourage the learner to apply the knowledge and start with ‘what if..’
• In multiple choice questions, do not give options that are completely non-viable. Not only is it a waste of time, it is a wasted opportunity to make the learner think.

• If there are more than one right answers, structure them in a way that not too many of them seem correct.

Scenario based assessments

Placing learners in actual scenarios get them closer to applying the knowledge gathered. This can be very successful in trainings that emphasize behavior-change.

• Creating a context is very important for building of the scenario. Using familiar names, designations or locales can be of help here.
• Give plenty of options for the learner to think about. It is important and valuable exercise in weighing all options that will help out the learner tremendously in similar real-life situations.

Game based assessments

Games can be built in to capture learner interest as well as provide a tool for assessments. Games encourage the learner to move out of an objective stance and apply his or her skills or knowledge.

• Maze-like games can be built in test knowledge, where right answers take you forward towards the final goal. Here, the right and wrong answers are clearly defined, creating an accurate measure of learner-understanding.
• Skill-based games can be introduced to test the learner on specific acquired skills in a virtual environment. In addition to assessing the learner, these also provide a safe environment for practicing acquired skills.

Interactive assessments

In addition to games, simulated environments which allow the learner to interact with them can also be a strong tool of assessment.

• At G-Cube, we created a 3D modern-trade environment for a leading FMCG company. The training module was created to train ground-level sales personnel and aimed on imparting practical knowledge.
• Through the 3D environment, the learners were first given the opportunity to practice and then assessed through various built-in interactivities like ‘click and drop’ the right product, ‘place’ the products to acquire fair share of shelf space and so on.
• 2D images were also used for ‘matching’ exercises, where the learners could be assessed on their knowledge of the various shop-equipments and their utilities.
• This module provided the learner hands-on experience of their working environment. The built in assessments presented to the learner real-life challenges. Multiple tries were allowed, to encourage the learner to try till they succeed.

In today’s scenario of technology-aided learning in the corporate circles, there is a lot of scope to build in assessments that kindle the spirit of competition and instill a feeling of achievement. And to top it all, they can be a whole lot of fun! To know more about our experiences in building technology-aided assessments, write to in**@gc**********.net.