Step 3: Design the Evaluation Tool(s) Designing the Session2 Template from Step 2: Use an Outcomes-Based Design from the Toolkit for Planning – Education Events (discussed in more detail in the Toolkit for Planning Educational Events accessed online at ; type toolkit name into – search box) Intended Assessment Process Concepts Outcomes Tasks Skills and Issues skills What do learners need to be able What will learners do in the What must the learner What must the learner to DO work” that we’re training to demonstrate evidence master to demonstrate what they understand to demonstrate what “in responsible for addressing of what they can do? can do? they can do? “in the training session”? For example, in-session evidence For example, specific acts, ability For example, specific facts, For example, post-session of performance assessment of to do tasks process skills. patterns, values, motivations – – – performance. concepts and issues.
Step 3: Design the Evaluation Tool(s) Designing the Session2 – Template from Step 2: Use an Outcomes-Based Design from the Toolkit for Planning Education Events (discussed in more detail in the Toolkit for Planning Educational Events – accessed online at ; type toolkit name into search box) Intended Outcomes Assessment Tasks Process Skills Concepts and Issues What do learners need to be able to DO “in work” that we’re responsible for addressing “in the training session”? For example, post-session performance. What will learners do in the training to demonstrate evidence of what they can do? For example, in-session evidence of performance – assessment of What skills must the learner master to demonstrate what they can do? For example, specific acts, ability to do tasks – process skills. What must the learner understand to demonstrate what they can do? For example, specific facts, patterns, values, motivations – concepts and issues.
CNSC-Toolkit-Evaluating-Education-Events-revised-Oct-2017.docx