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Criteria for the approval of an Assessment Quality Partner

The QCTO will appoint an entity as an assessment quality partner only if it is satisfied that the entity has: i.      The necessary expertise, experience and standing in relation to the occupational qualifications or foundational learning for which the assessment quality partner is appointed; and ii.      the resources necessary to perform its functions In terms of clause of the QCTO Delegation Policy, 22 June 2011 the criteria have been defined in detail as follows: i.     be  recommended  to  the  QCTO  by  the  relevant      DQP  during  the occupational                           development  process at a point  when they submit  an occupational profile. Possible evidence: letter of recommendation from [...]

Process Evaluation Training Development

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As material being developed, content experts should be on-hand to conduct reviews and offer suggestions. Once the course is complete, a beta or pilot test is an excellent way to identify problem areas and holes in the curriculum. Like the evaluation of the training design, using content experts, possible trainers, and members of the target population is recommended.

• Did we have adequate input from content experts?

• Did we conduct a review and/or pilot training with a good representation of stakeholders?

• Did we have enough/too much time allotted for each portion of the training?

• What content areas need more examples, statistics, case studies, etc.?

• Is there a blend of participant and instructor talk?

• Is there adequate time given to class discussion, teacher explanation/lecture, question-answer periods, group activity, and individual exercises?

• What should the trainers work on regarding classroom presence, style, and overall teaching effectiveness?

• Does the course actually meet the stated learning objectives? Do the learning objectives need to be modified?

• Have we built in adequate evaluation to assess the curriculum, the process, and participant learning and application?

Finally, it is important to reiterate that training and training design are an on-going, rather than a linear process. Questions posed above aimed at evaluating one experience should inform the following training course or future pilots if more than one is required. Regular check in with the project team, structured evaluation of each process and constant feedback loop maintain a high quality of the training material and its delivery in terms of relevance and overall impact for participants’ future practice.