Deck 11: Assessing Learning Objectives

Question 1

Travis had designed and delivered a two-week training program on managing conflict. His superiors want him to shorten the training to one week. Which type assessment will be most helpful in determining which portion of the training he can leave out and still maintain the effectiveness of the program?

A) Pre-test only
B) Pre/post test
C) Pre/post test with control group
D) Repeated measures

Answer 1

D

Question 2

Types of qualitative assessments include

A) focus groups and interviews.
B) a comments section of assessments.
C) open ended questions on assessments.
D) discussions conducted during training sessions.

Answer 2

A

Question 3

Why is assessment data not used?

A) It is too time consuming to analyze the data and make changes to the training program.
B) Trainers are the experts and believe all of their trainings meet learning objectives.
C) Trainees do not take the time to completely fill out the assessments.
D) Data is not valid because the assessment can be biased.

Answer 3

A

Question 4

What are the most effective methods for assessing learning outcomes?

A) Quantitative assessments
B) Qualitative assessments
C) Triangulation
D) All of the above

Question 5

Administering the assessment instrument both before and after the training session is described as the

A) pre/post test design.
B) pre/post test with control group design.
C) post test design.
D) post test with control group design.

Question 6

The type of scale that presents trainees with a range of choices from "strongly agree" to "strongly disagree" is a/an

A) Likert-type scale.
B) Semantic differential scale.
C) Questionnaire
D) Interview scale

Question 7

The level of assessment that determines if specific behaviors were performed or not is the assessment.

A) analytic
B) atomistic
C) holistic
D) general

Question 8

When writing exams,

A) the number of questions should be determined by how important the objective is.
B) questions should be randomly ordered so test-takers cannot use other questions to aid in responses.
C) there should be a variety of test items-multiple choice, matching, essay, etc.
D) a pilot test should not be conducted so that test-takers cannot access the test before it is given.

Question 9

Factors that contribute to problems include unclear skill rating criteria and poor training.

A) assessment
B) assessment interpretation
C) interrater reliability
D) language interpretation

Question 10

In a multiple choice question, the stem is the

A) alternative choice answer.
B) answer to the question.
C) incorrect response.
D) question or incomplete statement.

Question 11

A potential problem with matching exams is

A) they are not useful when there is a lot of content to assess.
B) they can only be used to assess higher level learning.
C) they can allow students to decipher correct answers through a process of elimination.
D) they take up too much room.

Question 12

All of the above

A) There is no problem with the question.
B) The answers are ambiguous.
C) There is a negative foil.
D) The question is negatively worded.

Question 13

What are the three components that all behavioral assessment instruments possess?

A) Behavioral items, skill ratings, and skill criteria
B) Behavioral items, likert-scale, and skill criteria
C) Likert-scale, skill criteria, and a short answer section for elaboration
D) Skill rating, skill criteria, and comments section

Question 14

Essay exam items

A) eliminate rote memorization.
B) are as efficient as multiple-choice and matching exams.
C) always allow for focused answers.
D) require citations.

Question 15

The cost/benefit ratio is used to

A) give an exact dollar amount of a training program's impact.
B) determine return on investment.
C) say with certainty of effective a training program is.
D) both a and c

Question 16

The cost/benefit ratio is calculated by

A) dividing the Program Benefits by the Program Costs.
B) dividing the Program Costs by the Program Benefits.
C) multiplying the Program and the Program Benefits.
D) adding the Program Costs and Program Benefits.

Question 17

One particular problem with the pre/post test assessments is

A) there is no way to determine if the two groups were equal to begin with.
B) there is no way to determine for sure if the training made the difference in the post test scores.
C) there is no interrater reliability.
D) All of the above

Question 18

Cognitive learning focuses on

A) whether or not the trainees learned the training content.
B) whether or not the trainees liked the content.
C) whether or not the trainees liked the trainer.
D) whether or not the trainees can perform the skills learned during the training.

Question 19

Affective learning focuses on

A) knowledge.
B) degree of liking.
C) degree of skill.

Question 20

Julio had just completed a training session and wanted to assess how the students felt about his presentational skills. Which type of instrument does your text recommend to help gather this information?

A) Multiple choice exam
B) Short essay answers
C) Semantic differential scale

Question 21

List 3 guidelines for writing and administering exams

Question 22

List the 2 advantage and 2 disadvantage of essay questions.

Question 23

Developing skill criteria allows trainers to accurately assess trainees' level of performance.

Question 24

Anthony is pressed for time but must assess cognitive learning at the end of his training program. He has chosen to create and use a multiple-choice exam for the assessment. What are the advantages of this type of exam and the potential pitfalls that he might encounter?

Question 25

Triangulation uses both quantitative and qualitative measuring designs to assess training effectiveness.

Question 26

Exam items over some training content can be included even though they were not covered in the training.

Question 27

List and define the three ways behaviors can be assessed.

Question 28

Writing a variety of different types of exam items will not help the trainer to assess different levels of learning.

Question 29

An analytic level of assessment includes skill ratings for specified behaviors.

Question 30

The most common method of assessing affective learning is to develop a survey or questionnaire.

Question 31

Computing a cost/benefit ratio translates learning outcomes into benefits for the company or department paying for the training.

Question 32

When using matching questions, the list of stimuli should be longer than eight items and the list of responses should be 50% longer than the list of stimuli.

Question 33

Maggie, a trainer, is about to be downsized. She is trying to persuade her supervisor that what she does is valuable to the organization. How can she convince her supervisor that her position should not be eliminated?

Question 34

The training assessment is an evaluation tool that determines if the trainees met their learning objectives.

Question 35

A repeated measures design would not be helpful in determining the long term effects of a training program.