Developing a training and assessment strategy that reflects the true image of course delivery and assessment
When it comes to designing a training and assessment strategy (TAS), it is important to consider the big picture and reflect the true image of course delivery and assessment. In other words, your TAS should accurately portray what students will experience during their time in the course.
This means thinking beyond individual units or assessments, and considering how all the pieces fit together to create a cohesive learning journey. It also means taking into account the different learning styles of your students, as well as any specific needs or requirements that need to be accommodated.
Once you have considered all of these factors, you can start to put together a TAS that accurately reflects the reality of your course delivery and assessment. This will ensure that students are properly prepared for what lies ahead and that they understand exactly what is expected of them.
When it comes to developing a TAS, there are a few key things to keep in mind:
- Start with the end in mind
Before you start putting together your TAS, it is important to have a clear idea of what you want to achieve. What are your goals for the course? What do you want your students to take away from it? Once you know the answers to these questions, you can start to put together a TAS that will help you achieve these goals.
- Keep your audience in mind
Who is your target audience? What are their learning needs and preferences? When you design your TAS, it is important to keep your audience in mind and tailor the strategy accordingly.
- Make sure all the pieces fit together
Your TAS should be designed in such a way that all the different elements work together seamlessly. Each unit should build on the previous one, and each assessment should be aligned with the learning outcomes of the units. There should be a clear progression from start to finish so that students can see how everything fits together.
- Be flexible
No two students are exactly alike, so it is important to be flexible in your approach to TAS design. Allow for some flexibility within the units and assessments, so that students can learn in the way that works best for them. If you believe you are dealing with different learner cohorts, you will need to develop separate training and assessment strategies to cater to their distinct needs and preferences. You will need separate TASs even if it is a different delivery method i.e. online, classroom, distance, workplace, blended etc. or different learner groups such as domestic, international, experienced, freshers and so on.
- Ensure that all stakeholders are aware of the training and assessment strategy and their roles in its implementation
All people involved with training and assessment strategy such as your trainers and assessors, training administrators, compliance experts and staff members must understand their responsibilities in terms of successful execution of the training programs.
- Develop clear policies and procedures for training and assessment activities
You must develop clear policies and procedures related to:
- When to develop training and assessment strategies
- Who will develop the training and assessment strategies
- What should be included in your training and assessment strategies
- Who should be consulted related to training and assessment strategies
- Who must approve training and assessment strategies
- How to implement your TAS
- Measuring the success of your TAS
- Modifying your TAS as needed
- Communicating your TAS to others
- Getting buy-in for your TAS from all stakeholders
- Maintaining your TAS over time
- Clear guidance
The TAS should provide clear guidance on assessment methods. This includes specifying the types of assessments that will be used, as well as how and when they will be conducted.
- Evaluate the effectiveness of the training and assessment strategy
The TAS should be designed to ensure quality training and assessment. This means including quality assurance mechanisms, such as regular reviews and feedback from stakeholders.
- Written in easy to understand manner
The TAS should be easy to understand and implement. This means using clear and concise language, as well as providing sufficient detail to allow trainers and assessors to successfully deliver quality training and assessment.
- Ensure the strategy is achievable.
This means taking into account the resources and capabilities of the organisation, as well as the timeframes involved. It is important to develop a realistic plan that can be implemented within the timeframe set by the organisation.
- Get feedback - Continuously improve the training and assessment strategy in response to feedback and evaluation
Once you have designed your TAS, it is important to get feedback from others, especially your training staff members. Ask your colleagues for their input, and solicit feedback from trainers and assessors who have already delivered the course. Use this feedback to fine-tune your strategy and make sure that it accurately reflects the reality of your course delivery and assessment.
By following these strategies, you can develop a training and assessment strategy that accurately reflects the true image of your course delivery and assessment. This will ensure that students are properly prepared for what lies ahead and that they understand exactly what is expected of them. It will also help you achieve your goals for the course, and ensure that your students take away everything they need from it.
