Assessment of Learning Outcomes

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

Understanding Formative Assessment: Empowering Learning Every Step of the Way In the ever-evolving classroom, formative assessment stands as one of the most powerful tools for both teachers and students. Unlike summative assessments that evaluate learning at the end, formative assessments are ongoing, flexible, and meant to support learning during instruction. Formative assessment isn't just a method—it's a mindset. It’s about identifying gaps, adapting instruction, and empowering students to take ownership of their learning journey. Key Categories & Types of Formative Assessment 1. Teacher-Led Checks: -Observation: Informal monitoring during activities or group work. -Questioning: Open-ended or probing questions to elicit deeper thinking. -Mini Quizzes: Low-stakes assessments to measure concept grasp quickly. -Exit Tickets: Short written responses before students leave the class. 2. Student Self-Assessment: -Traffic Lights: Students indicate understanding using red (confused), yellow (unsure), or green (confident). -Reflection Journals: Writing about what was learned and where help is needed. -Checklists & Rubrics: Students use criteria to evaluate their own performance. 3. Peer Assessment: -Think-Pair-Share: Students discuss and clarify understanding before sharing with the class. -Peer Reviews: Giving and receiving structured feedback based on learning goals. 4. Collaborative Learning Activities: -Group Projects & Discussions: Encourage dialogue, problem-solving, and real-time feedback. -Concept Mapping: Visually organizing thoughts helps assess comprehension and relationships between ideas. 5. Digital & Creative Tools: -Interactive Polls & Quizzes: Use of tools like Kahoot, Mentimeter, or Google Forms. -Padlet or Jamboard Responses: Students post responses in real-time to visualize understanding. -Whiteboard Sketches & Visual Explanations: Let students draw what they know. --- Why Formative Assessment Matters: -Promotes active learning -Supports differentiated instruction -Encourages student agency -Builds a growth mindset Whether it’s a thumbs-up, an exit ticket, or a quick group brainstorm—formative assessment allows teaching to breathe with the learners, adapting in real-time and making education truly learner-centered. --- #FormativeAssessment #AssessmentForLearning #ActiveLearning #SelfAssessment #PeerAssessment #TrafficLightStrategy #ExitTickets #DifferentiatedInstruction #StudentCenteredLearning #EdTechInEducation #TeacherTools #VisibleLearning #ReflectiveTeaching #InstructionalStrategies

“Show outcomes, not outputs!” I’ve given (and received) this feedback more times than I can count while helping organizations tell their impact stories. And listen, it’s technically right…but it can also feel completely unfair. We love to say things like: ✅ 100 teachers trained ✅ 10,000 learners reached ✅ 500 handwashing stations installed But funders (and most payers) want to know: 𝘞𝘩𝘢𝘵 𝘢𝘤𝘵𝘶𝘢𝘭𝘭𝘺 𝘤𝘩𝘢𝘯𝘨𝘦𝘥 𝘣𝘦𝘤𝘢𝘶𝘴𝘦 𝘰𝘧 𝘢𝘭𝘭 𝘵𝘩𝘢𝘵? That’s the outcomes vs outputs gap: ➡️ Output: 100 teachers trained ➡️ Outcome: Teachers who received training scored 15% higher on evaluations than those who didn’t The second tells a story of change. But measuring outcomes can be 𝗲𝘅𝗽𝗲𝗻𝘀𝗶𝘃𝗲. It’s easy to count the number of people who showed up. It’s costly to prove their lives got better because of it. And that creates a brutal inequality. Well-funded organizations with substantial M&E budgets continue to win. Meanwhile, incredible community-led organizations get sidelined for not having “evidence”- even when the change is happening right in front of us. So what can organizations with limited resources do? 𝗟𝗲𝘃𝗲𝗿𝗮𝗴𝗲 𝗲𝘅𝗶𝘀𝘁𝗶𝗻𝗴 𝗿𝗲𝘀𝗲𝗮𝗿𝗰𝗵: That study from Daystar University showing teacher training improved learning by 10% in India? Use it. If your intervention is similar, cite their methodology and results as supporting evidence. 𝗗𝗲𝘀𝗶𝗴𝗻 𝘀𝗶𝗺𝗽𝗹𝗲𝗿 𝘀𝘁𝘂𝗱𝗶𝗲𝘀: Baseline and end-line surveys aren't perfect, but they're better than nothing. Self-reported confidence levels have limitations, but "85% of teachers reported feeling significantly more confident in their teaching abilities," tells a story. 𝗣𝗮𝗿𝘁𝗻𝗲𝗿 𝘄𝗶𝘁𝗵 𝗹𝗼𝗰𝗮𝗹 𝗶𝗻𝘀𝘁𝗶𝘁𝘂𝘁𝗶𝗼𝗻𝘀: Universities need research projects. Find one studying similar interventions and collaborate. Share costs, share data, share credit. 𝗨𝘀𝗲 𝗽𝗿𝗼𝘅𝘆 𝗶𝗻𝗱𝗶𝗰𝗮𝘁𝗼𝗿𝘀: Can't afford a 5-year longitudinal study? Track intermediate outcomes that research shows correlate with long-term impact. 𝗧𝗿𝘆 𝗽𝗮𝗿𝘁𝗶𝗰𝗶𝗽𝗮𝘁𝗼𝗿𝘆 𝗲𝘃𝗮𝗹𝘂𝗮𝘁𝗶𝗼𝗻: Let beneficiaries help design and conduct evaluations. It's cost-effective and often reveals insights that traditional methods miss. For example, train teachers to interview each other about your training program. And funders? Y’all have homework too. Some are already offering evaluation support (bless you). But let’s make it the rule, not the exception. What if 10-15% of every grant was earmarked for outcome measurement? What if we moved beyond gold-standard-only thinking? 𝗟𝗮𝗰𝗸 𝗼𝗳 𝗮 𝗰𝗲𝗿𝘁𝗮𝗶𝗻 𝗸𝗶𝗻𝗱 𝗼𝗳 𝗲𝘃𝗶𝗱𝗲𝗻𝗰𝗲 𝗱𝗼𝗲𝘀𝗻’𝘁 𝗺𝗲𝗮𝗻 “𝗻𝗼𝘁 𝗶𝗺𝗽𝗮𝗰𝘁𝗳𝘂𝗹”. We need outcomes. But we also need equity. How are you navigating this tension? What creative ways have you used to show impact without burning out your team or budget? #internationaldevelopment #FundingAfrica #fundraising #NonprofitLeadership #nonprofitafrica

"Back to exams" is not an effective strategy for resolving assessment validity in the GenAI era. 𝗔𝘀𝘀𝗲𝘀𝘀𝗺𝗲𝗻𝘁 𝘁𝘄𝗶𝗻𝘀 might be one step forward... New preprint from Dr Jasper Roe SFHEA, Louie Giray and myself: 𝗔𝘀𝘀𝗲𝘀𝘀𝗺𝗲𝗻𝘁 𝗧𝘄𝗶𝗻𝘀: 𝗮 𝗽𝗿𝗼𝘁𝗼𝗰𝗼𝗹 𝗳𝗼𝗿 𝗔𝗜-𝘃𝘂𝗹𝗻𝗲𝗿𝗮𝗯𝗹𝗲 𝘀𝘂𝗺𝗺𝗮𝘁𝗶𝘃𝗲 𝗮𝘀𝘀𝗲𝘀𝘀𝗺𝗲𝗻𝘁 𝗪𝗵𝗮𝘁’𝘀 𝗮𝗻 𝗮𝘀𝘀𝗲𝘀𝘀𝗺𝗲𝗻𝘁 𝘁𝘄𝗶𝗻? Two deliberately linked assessment components that target the same learning outcomes, use different modes of evidence, and are scheduled close together so performance can be cross-checked to address a known vulnerability like GenAI completion or impersonation. So imagine a 2000 word essay. Regardless of the allowable use of GenAI, adding in a short in-class viva assessing the same learning outcomes in a similar time period. If the viva is weak, then consider capping the grades of the essay. 𝗪𝗵𝘆 𝘁𝗵𝗶𝘀 𝗺𝗮𝘁𝘁𝗲𝗿𝘀 🧪 Triangulates evidence to strengthen validity without defaulting to surveillance. 🧰 Keeps pedagogically useful formats (essays, projects) but pairs them with a complementary check (oral, in-class, demo). 📏 Works across cohort sizes with different implementation options and marking dependencies ⚖️ Surfaces equity and workload constraints we have to plan for, not ignore 𝗪𝗵𝗮𝘁’𝘀 𝗶𝗻𝘀𝗶𝗱𝗲 𝘁𝗵𝗲 𝗽𝗿𝗲𝗽𝗿𝗶𝗻𝘁 • A validity-first rationale using a unified framework • Practical design steps: identify vulnerabilities, align LOs, choose the complementary task, set interdependent marking rules • When to use twins, and when not to • Small, medium, large cohort strategies, plus limitations and research needs Thanks to Leon Furze and Thomas Corbin for early input in this. We get that this is not something that is going to be easily applicable in every situation (300+ cohorts) examples:, but we think that there are options for this (discussed in the paper), and that this approach could fit in nicely with a range of approaches that universities are taking in terms of broader GenAI assessment strategies.

Around two decades ago, a South Indian state conducted a written test on ‘cleanliness consciousness’ and reported that most students had done very well in the test. However, schools continued to remain untidy and dirty.   This is only a stark example of a common problem with #assessment as we implement it - that is, it is possible to ‘demonstrate competence’ even when you don’t have it inside of you. It is not about cheating or using unfair means. You could score well in an ethics exam and be unethical in life. You could do very well in science board exams and continue to be superstitious, non-logical and even anti-science in daily life. (We all know someone like this!) You could be a topper in literature or social sciences without being a sensitive person or being able to see others’ point of view or accepting of groups very different from your own.   That is because we have figured out what we have to present in order to ‘demonstrate competence’. We can acquire all this superficially from exam guides or textbooks or lectures, distil it into ‘important points’ and develop the skill to present these - without internalising or imbibing it in the real sense.   What is needed is to shift from asking students to demonstrate competence to actually having it. For them to put into practice the principles of cleanliness and environmental conservation in the classroom, school, home and neighbourhood, on an ongoing basis (not just on the day when it is assessed!). To be tasked with working together to solve problems or perform actions and practice daily behaviour that require/reflect scientific thinking, or being creative or diversity-oriented or collaborative or data-oriented or a real practitioner or advocate of theories learnt and content consumed. What we are looking for is if there is a shift or evolution in the world view and beliefs, and in what has been internalised - and if this reflects in the ordinary day-to-day behaviour and responses of our students.   Ultimately, our assessment should reveal not merely that students can SHOW learning but that they actually HAVE it. Only then can our education claim to have succeeded.

Training without measurement is like running blind—you might be moving, but are you heading in the right direction? Our Learning and Development (L&D)/ Training programs must be backed by data to drive business impact. Tracking key performance indicators ensures that training is not just happening but actually making a difference. What questions can we ask to ensure that we are getting the measurements we need to demonstrate a course's value? ✅ Alignment Always ✅ How is this course aligned with the business? How SHOULD it impact the business outcomes? (i.e., more sales, reduced risk, speed, or efficiency) Do we have access to performance metrics that show this information? ✅ Getting to Good ✅ What is the goal we are trying to achieve? Are we creating more empathetic managers? Creating better communicators? Reducing the time to competency of our front line? ✅ Needed Knowledge ✅ Do we know what they know right now? Should we conduct a pre and post-assessment of knowledge, skills, or abilities? ✅ Data Discovery ✅ Where is the performance data stored? Who has access to it? Can automated reports be sent to the team monthly to determine the impact of the training? We all know the standard metrics - participation, completion, satisfaction - but let's go beyond the basics. Measuring learning isn’t about checking a box—it’s about ensuring training works. What questions do you ask - to get the data you need - to prove your work has an awesome impact?? Let’s discuss! 👇 #LearningMetrics #TrainingEffectiveness #TalentDevelopment #ContinuousLearning #WorkplaceAnalytics #LeadershipDevelopment #BusinessGrowth #LeadershipTraining #TalentDevelopment #LearningAndDevelopment #TalentManagement #Training #OrganizationalDevelopment

I meet with learning leaders every week who can't answer one simple question: How does your training impact the bottom line? This isn't just another metric. It's the only metric that matters to your C-suite. After a decade leading Continu, I've seen firsthand what separates influential L&D teams from those fighting for budget. The difference? Data that speaks business language. Your completion rates mean nothing to your CFO. Your satisfaction scores don't impress your CEO. What they care about is impact on revenue, retention, and risk. Connect your learning data to these outcomes: Reduced time-to-proficiency = faster revenue contribution. Improved compliance training = lower regulatory risk. Enhanced leadership development = decreased turnover. This isn't complex. But it requires intention. Track before/after performance metrics for every significant learning initiative. Measure what changes in the business, not just what happens in the LMS. Speak in dollars, percentages, and business outcomes. When you translate learning into financial impact, budgets expand. When you connect skill gaps to business challenges, executives listen. This is how L&D earns its place as a strategic business function. Not through activity metrics. Through business impact metrics. Your organization deserves nothing less. #LearningAnalytics #BusinessImpact #LeadershipInsights

What Type of Assessment Are You Using in Your Classroom? Let’s break it down—with young learners in mind! 1. Assessment of Learning (Summative) Goal: Measure what students have learned at the end. KG: End-of-term report cards Primary: Unit test in science 2. Assessment for Learning (Formative) Goal: Guide teaching while learning happens. KG: Observe children during play Primary: Quick quizzes or exit tickets 3. Assessment as Learning (Metacognitive) Goal: Students reflect on their own progress. KG: Self-assess during art activities Primary: Learning journals or personal goal setting Why it matters: Balancing all 3 helps build achievement, agency, and autonomy—from the early years up! Which one are you focusing on this week? Share your strategies below! #EarlyYearsEducation #InstructionalCoaching #AssessmentForLearning #FormativeAssessment #KGTeachers #PrimaryEducation #Metacognition #TeacherTips

📚 Finally! A learning measurement book that gives you EXACTLY what to measure (not just theory). My review of "Hidden Value" by Dr. Keith Keating. I'm only two chapters into Dr. Keith Keating's new book "Hidden Value: How to Reveal the Impact of Organizational Learning" and I already have a clear answer to the common question: "What should I be measuring?" Unlike other measurement books that are either overly complicated or too theoretical, Keating delivers intuitive, plug-and-play concepts you can implement immediately. I especially appreciate that Keating rolls the concepts of… > learning outcomes > learning impact > learning ROI > results of learning … into the term “value.” Keating organizes learning value into three dimensions that can help us solve the "it depends" conundrum we all face. Aka, when someone asks me "What should I be measuring?" My answer is often, "It depends." I know... everyone's favorite answer. Economic Value - The business impact everyone talks about Personal Value - Individual growth (capabilities, confidence, career, connection) Societal Value - Broader organizational and community impact There is no hierarchy with these values. They are all options; and we can select from some or all of them when designing our measurement approach. What I love most about what I've read so far: Keating interviewed CFOs to understand their perception of the value of learning. The result? They want both numbers AND narratives to understand learning value. And ... they too feel a lack of partnership with learning professionals. Yet, they want us learning pros to take the initiative bridging this partnership gap. If you're tired of measurement books that leave you thinking "but HOW do I actually implement this?" - this is the book you've been waiting for. Checkout a deeper dive into Keating's practical framework with my color commentary - including specific relationship metrics you can start using immediately here: https://lnkd.in/gUQZC7xH Have you read "Hidden Value"? If not, I suggest adding it to your summer reading list! PS: Yes, my sweet dog Dokho loved the book too! He often accompanies me on the couch while I'm reading :) #learninganddevelopment #learningstrategy #measurementstrategy

I've always believed that assessment is the unlock for systemic education transformation. What you measure IS what matters. Healthcare was transformed by a diagnostic revolution and now we are about to enter a golden era of AI-powered diagnostics in education. BUT we have to figure out WHAT we are assessing! Ulrich Boser's article in Forbes points the way for math: rather than assessing right answer vs wrong answer, assessments can now drill down to the core misconceptions in a matter of 8-12 questions. Instead of educators teaching the curriculum or "to standards" we now have tools that allow them teach to and resolve foundational misunderstandings of the core building blocks of math. When a student misses an algebra question is it due to algebraic math skills or is it multiplying and dividing fractions? Now we will know! Leading the charge is |= Eedi - they have mapped millions of data points across thousands of questions to build the predictive model that can adaptively diagnose misconceptions (basically each question learns from the last question), and then Eedi suggests activities for the educator or tutor to do with the student to address that misconception. This is the same kind of big data strategy used by Duolingo, the leading adaptive language learning platform. It's exciting to see these theoretical breakthroughs applied in real classrooms with real students! Next time we should talk about the assessment breakthroughs happening in other subjects. Hint: performance assessment tasks - formative & summative - are finally practical to assess!! #ai #aieducation Edtech Insiders Alex Kumar Schmidt Futures Eric The Learning Agency Meg Tom Dan #math Laurence Norman Eric https://lnkd.in/gxjj_zMW