As Head of the Department of Training Methods and Assessment, I am pleased to announce a new Quality Assessment Plan to be used with trainers of this establishment to ensure that courses are meeting objectives and expectations. The assessors in this department have contributed a lot of time and effort to making this plan…
We set out a methodology of assessment within a plan that also includes documentation of where our trainers are meeting the standards, and where this is not happening. This gives us information on how we might improve our trainers' performance, after which we would refine the assessment method and repeat the process.
Although we expect our trainers to contribute to creating new courses and curricula, in this assessment plan we want to know if they provide effective training. Our trainers deal with a particular cross-section of people here in the establishment. Students are adult, even if they are mostly still young and, for the most part, they learn like adults. That means that they have bigger egos, are less willing to take risks and have some clear expectations.
For our trainers, typically well up on their technical subjects, the challenge is on how they teach, not what they teach. We need to see our trainers deal positively with things like bad prior experiences in traditional education or mixed feelings about authority. We need to see them make optimal use of class learning through group discussions, open-ended questions and positive exchange of feedback.
To start the process for defining learning objectives for the trainers themselves, assessors from this department recently made a needs analysis concerning the trainers. From this needs analysis, it became clear once again that our trainers need to manage a class to produce students that have good chances of getting employment. In particular, we list the following learning objectives for our trainers together with required standards of outcome:
Trainers working with young people to train them in the installation and maintenance of plumbing and heating systems have ten learning objectives themselves:
creation of a motivating learning environment
student attendance rate over and above the statutory minimum for drawing unemployment benefit
1 extra hour per day
focusing student attention on the objective of getting a job
the number of job interviews generated from course
Average of 2 interviews per student
increase of student retention of information
Written test for students
90% of students do better than the minimum pass-rate
learn how to ensure progress is being made
Continuing assessment of students
See separate rating sheet
handle possible conflicts
Rapidity of resolution
No more than 2 minutes
how to manage different learning speeds among students
Coursework accomplished for class in general
Finish 90% or more of coursework for all students
how to manage different learning aptitudes / styles among students
Coursework accomplished for course in general
Finish 90% or more of coursework for all students
maintaining the right level of class discipline
Speed, pace of progress
Daily coursework accomplished to 95% or more
facilitating class discussion
Give and take feedback
3 valid feedbacks given and 3 received per day
encouraging student participation
How much students contribute
Each student to contribute to three discussions a day
What does this plan do ...
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