Learning Assessment Techniques Training Course

Duration 10 days 20 modules · 65 contact hours
Level Intermediate Certificate on completion
Who attends Learning and Development Managers, Learning Designers and others
Fee from USD 2,200 KSh 190,000 for Kenyan organisations
Where 52 cities + online See dates by city
Next start 16 Nov 2026 Course code SD-LD-265

Before you join: Participants should have experience designing, delivering, coordinating or commissioning workplace learning programmes.

Dates & prices

Two start dates a month in every city, and live online on weekdays or weekends. Fees are per participant; classroom fees include tuition, materials, lunch and refreshments, and the certificate.

Suggest a date or city

Showing the next six months. Later dates, other cities and private deliveries for your team are available on request.

Course overview

Learning programmes are often judged by attendance, satisfaction scores and completion rates, while decision-makers need evidence of capability growth, behaviour change and business contribution. Learning and development teams must decide what to assess, when to collect evidence, how to interpret results and how to report findings without overstating causation. Blended programmes add further questions: whether participants used digital resources, completed practical tasks, transferred learning to work and received manager support.

This course equips participants to design and run assessment plans for classroom, virtual, digital and blended learning. Participants use Bloom's revised taxonomy, assessment blueprints, Kirkpatrick's Four Levels, the Learning Transfer Evaluation Model and logic models to define measurable outcomes. They develop knowledge checks, skills demonstrations, observation tools, manager checklists, surveys, interviews and learning analytics measures. The course also addresses validity, reliability, accessibility, sampling, data protection, response bias and practical reporting for senior stakeholders.

Teaching combines short instructor briefings with case analysis, group design work, data interpretation and structured peer review. Participants progressively build an assessment pack for a real learning programme, starting with business requirements and ending with a presentation-ready evaluation plan. The final deliverable includes an evaluation charter, learning outcome map, assessment blueprint, instrument set, data collection schedule, analysis plan and stakeholder reporting dashboard.

The course suits learning and development professionals responsible for programme design, learning measurement, talent initiatives, leadership development, compliance training and digital learning performance. It is particularly useful where training teams need to demonstrate learning transfer and make evidence-based decisions about programme improvement, continuation or redesign.

What you will be able to do

  • Define measurable learning and transfer outcomes using Bloom's revised taxonomy and logic models
  • Create an assessment blueprint aligned to programme objectives, learner tasks and evidence sources
  • Design valid knowledge checks, skills assessments, observation forms and manager checklists
  • Apply Kirkpatrick's Four Levels and LTEM to select proportionate evaluation methods
  • Interpret survey, assessment and learning-platform data using practical sampling and bias controls
  • Construct a blended learning measurement plan covering classroom, virtual and digital components
  • Report evaluation findings through decision-focused dashboards, scorecards and stakeholder briefings
  • Produce a complete assessment and evaluation pack for a workplace learning programme

Benefits of attending

For you

  • Design assessment plans that show more than attendance and satisfaction
  • Build credible evidence for learning transfer and manager follow-through
  • Create reusable assessment instruments for blended learning programmes
  • Interpret evaluation data without making unsupported causal claims
  • Present findings confidently to sponsors, business leaders and programme owners

For your organisation

  • Improves decisions on programme continuation, redesign and funding
  • Reduces reliance on satisfaction scores as sole evidence of value
  • Creates consistent assessment methods across classroom, virtual and digital learning
  • Identifies transfer barriers involving managers, workflow and workplace conditions
  • Produces clearer evidence for compliance, capability and talent programme reporting

Course modules

20 modules over 10 days

Participants can define an evaluation purpose, stakeholder decisions and required evidence.

  • Business performance questions translated into measurable learning evaluation requirements
  • Stakeholder map distinguishing sponsors, learners, managers and data owners
  • Training needs evidence separated from outcome evidence and attribution claims
  • Evaluation charter defining decisions, audiences, measures, timing and responsibilities
  • Logic model connecting inputs, activities, outputs, outcomes and impacts
  • Baseline conditions recorded before programme design or cohort launch

Participants can write measurable outcomes and performance standards for assessment.

  • Bloom's revised taxonomy used to distinguish knowledge, skills and judgement
  • Performance outcomes written with observable actions, conditions and criteria
  • Terminal and enabling objectives mapped to programme learning sequence
  • Standards of acceptable performance defined for workplace tasks
  • Knowledge, skill and behaviour measures matched to outcome types
  • Outcome statements tested against business requirements and learner roles

Participants can create an assessment blueprint that aligns outcomes, methods and evidence.

  • Assessment blueprint linking outcomes, content domains, methods and weighting
  • Table of specifications balancing coverage across critical learning objectives
  • Assessment points scheduled before, during and after learning interventions
  • Evidence sources selected from learners, managers, systems and customers
  • Low-stakes and high-stakes assessments distinguished by decision consequences
  • Blueprint assumptions documented for review by programme stakeholders

Participants can plan assessment across classroom, virtual, digital and workplace components.

  • Blended learning journey mapped across synchronous, asynchronous and workplace activities
  • Digital completion data separated from evidence of competence and transfer
  • Pre-work diagnostics used to tailor classroom and virtual sessions
  • Virtual breakout outputs captured through structured assessment criteria
  • Workplace assignments connected to manager observation and follow-up evidence
  • Assessment burden controlled across learning channels and participant schedules

Participants can design diagnostic measures that establish credible starting points.

  • Diagnostic questions identify prior knowledge, confidence and task experience
  • Baseline performance measures selected before capability interventions begin
  • Self-assessment data treated as perception rather than demonstrated competence
  • Entry tests designed to identify support needs and cohort variation
  • Manager ratings calibrated against observable role-specific performance criteria
  • Baseline data stored with cohort identifiers and collection dates

Participants can write knowledge assessments that produce valid and useful results.

  • Multiple-choice questions written with plausible distractors and single best answers
  • Scenario-based items test application rather than simple factual recall
  • Short-answer questions scored using defined marking points and examples
  • Item difficulty and discrimination reviewed after assessment administration
  • Question banks tagged by objective, topic, level and revision date
  • Feedback messages explain correct reasoning and direct further study

Participants can design skills assessments for observable workplace performance.

  • Performance tasks replicate critical decisions, tools and workplace constraints
  • Analytic rubrics separate quality criteria into observable scoring dimensions
  • Checklists record completion of required steps without judging overall quality
  • Rating scales define behavioural anchors for consistent assessor judgement
  • Simulation evidence distinguished from evidence collected during real work
  • Assessment instructions specify resources, time limits and submission requirements

Participants can produce observation tools and improve consistency between assessors.

  • Behavioural observation forms focus on visible actions and critical incidents
  • Behaviourally anchored rating scales reduce ambiguity in performance judgements
  • Assessor calibration compares ratings against agreed evidence and standards
  • Inter-rater reliability monitored using agreement rates and rating patterns
  • Halo, recency and leniency bias identified in observation records
  • Observation schedules fit operational workload and manager availability

Participants can create surveys and qualitative guides that support improvement decisions.

  • Reaction surveys measure relevance, usability, confidence and perceived application
  • Likert-scale items written without double-barrelled wording or leading language
  • Open questions elicit barriers, enablers and improvement recommendations
  • Interview guides probe transfer conditions, examples and decision consequences
  • Focus group protocols protect participant confidentiality and balanced participation
  • Response rates interpreted alongside sample coverage and nonresponse risk

Participants can select evaluation approaches using Kirkpatrick and LTEM appropriately.

  • Kirkpatrick's Four Levels applied to reaction, learning, behaviour and results
  • Learning Transfer Evaluation Model distinguishes attendance from demonstrated proficiency
  • Evaluation level selected according to programme risk, cost and purpose
  • Level-one feedback questions separated from measures of learning quality
  • Transfer evidence planned through workplace performance and manager observations
  • Business results claims qualified by contributing factors and available evidence

Participants can measure learning transfer and identify conditions affecting application.

  • Transfer goals defined as specific workplace behaviours and performance outputs
  • Manager checklists capture coaching, opportunity and reinforcement conditions
  • Transfer surveys scheduled after sufficient opportunity to apply learning
  • Action plans converted into observable commitments, milestones and evidence
  • Work environment barriers classified by tools, workload, authority and incentives
  • Success cases document credible examples of sustained behaviour change

Participants can interpret digital learning data alongside assessment and transfer evidence.

  • Learning management system reports examined for enrolment, progress and completion
  • xAPI statements distinguish learning activity events from demonstrated performance
  • Time-on-task data interpreted cautiously against content length and learner context
  • Drop-off patterns identify problematic modules, access issues and workload constraints
  • Dashboard measures combine platform activity, assessment scores and transfer indicators
  • Data definitions documented to prevent inconsistent reporting across cohorts

Participants can evaluate assessment quality using validity, reliability and fairness criteria.

  • Content validity checked against outcome maps and assessment blueprints
  • Construct validity considers whether measures reflect intended capability constructs
  • Reliability risks identified in scoring, administration and assessment conditions
  • Accessibility requirements considered for format, language, timing and technology
  • Differential performance patterns investigated without unsupported demographic conclusions
  • Assessment review log records revisions, rationale and approval decisions

Participants can create proportionate sampling and data collection plans.

  • Census and sample approaches selected according to cohort size and risk
  • Sampling frames define eligible participants, managers and comparison groups
  • Collection schedules coordinate baseline, immediate and follow-up evidence
  • Unique identifiers connect learning records while protecting personal data
  • Missing data tracked by source, cohort and reason where known
  • Consent notices explain purpose, access, retention and reporting use

Participants can analyse learning evidence and state conclusions within appropriate limits.

  • Descriptive statistics summarise scores, response rates and cohort differences
  • Pre- and post-assessment comparisons identify changes in demonstrated knowledge
  • Cross-tabulations examine patterns by role, location, cohort and learning pathway
  • Qualitative responses coded into recurring barriers, enablers and improvement themes
  • Triangulation compares survey, observation, assessment and operational data sources
  • Conclusions distinguish correlation, contribution and demonstrated causal evidence

Participants can link learning evidence to business measures without overstating attribution.

  • Business metrics selected for relevance, availability, timing and decision value
  • Operational indicators linked to targeted behaviours through a logic model
  • Comparison groups considered where programme design permits credible analysis
  • Contribution analysis identifies alternative explanations for observed business changes
  • Cost categories recorded for development, delivery, learner time and support
  • Return-on-expectations questions connect sponsor priorities with evaluation evidence

Participants can produce decision-focused reports for sponsors, managers and learning teams.

  • Executive scorecards present key findings, limitations, decisions and recommended actions
  • Dashboard visualisations match metric type, audience needs and reporting frequency
  • Evaluation narratives connect findings to programme design and transfer conditions
  • Confidence intervals and sample sizes reported where quantitative evidence warrants
  • Data stories use participant evidence without exposing confidential personal information
  • Recommendations prioritised by impact, feasibility, owner and review date

Participants can establish governance for maintaining assessment quality over time.

  • Assessment governance assigns ownership for design, approval, delivery and review
  • Version control maintains current instruments, rubrics and reporting definitions
  • Quality assurance checks test alignment, accessibility, scoring and data integrity
  • Review cycles use evidence to revise content, methods and support materials
  • Data retention schedules align learning records with organisational privacy requirements
  • Assessment risks escalated through defined controls and decision authorities

Participants can secure stakeholder agreement on evidence, responsibilities and action.

  • Sponsor briefings establish intended decisions, success measures and evidence limits
  • Manager conversations clarify observation duties, coaching actions and time commitments
  • Learner communications explain assessment purpose, expectations and confidentiality safeguards
  • Data owner agreements confirm access, definitions, refresh cycles and restrictions
  • Evaluation findings discussed using evidence, assumptions and practical implications
  • Action ownership confirmed through deadlines, resources and follow-up reporting

Participants can build, review and present a complete assessment and evaluation pack for a blended workplace learning programme.

  • Evaluation charter states business question, stakeholders, decisions and success measures
  • Outcome map and assessment blueprint align learning objectives with evidence
  • Instrument set includes knowledge checks, rubric, survey and manager checklist
  • Data collection plan schedules baseline, delivery, transfer and business measures
  • Analysis plan defines samples, calculations, qualitative coding and limitations
  • Executive dashboard communicates findings, recommendations, owners and review milestones

Exercises and examples are adapted to each cohort's sectors and roles.

What you take back to work

  1. Learning evaluation charter template
  2. Assessment blueprint and table of specifications
  3. Skills rubric and behavioural observation checklist
  4. Blended learning measurement plan
  5. Evaluation data collection and analysis plan
  6. Executive learning impact dashboard template

Who should attend

  • Learning and Development Managers — need credible evidence for programme investment decisions
  • Learning Designers — need assessments aligned with outcomes and learning activities
  • Training Managers — need practical methods for measuring classroom and virtual programme results
  • Digital Learning Specialists — need measures for online participation, performance and transfer
  • HR Business Partners — need evidence linking capability programmes to workforce priorities
  • Evaluation and Quality Officers — need consistent methods for reviewing learning effectiveness

Skills and tools covered

Assessment blueprint designLearning transfer measurementEvaluation data analysisSurvey instrument designLearning analytics reportingStakeholder evidence communication

Tools and standards

Bloom's revised taxonomy, Kirkpatrick's Four Levels, Learning Transfer Evaluation Model, xAPI

How the course runs

Training methodology

The instructor introduces each method through short briefings and worked examples from leadership, compliance, customer service and systems training. Participants analyse cases, compare assessment options, interpret sample data and review each other's instruments against clear criteria. Group exercises cover outcome mapping, question writing, observation design, sampling and reporting. Simulations test conversations with sponsors and managers about evidence requirements. Application planning throughout the course helps participants adapt templates and decisions to a current workplace learning programme.

Requirements and prerequisites

Participants should have experience designing, delivering, coordinating or commissioning workplace learning programmes. Familiarity with learning objectives, participant feedback forms and basic spreadsheet use is expected. Participants should be able to bring a current or planned learning programme for use as a working example. Prior study of statistics, psychometrics, instructional design qualifications or specialist learning analytics platforms is not required. The course explains technical concepts in applied terms and focuses on decisions that learning and development professionals make when selecting, building and reporting assessment evidence.

A typical training day

08:30 – 10:30First session
10:30 – 10:45Refreshment break
10:45 – 12:30Second session
12:30 – 13:30Lunch and networking
13:30 – 15:00Third session
15:00 – 15:15Refreshment break
15:15 – 16:30Workshop and daily review

Live online deliveries follow the same structure in East Africa Time, with shorter screen blocks and longer breaks.

What the fee includes

  • Instruction by a practitioner facilitator
  • Full course workbook and materials
  • Exercise files, templates and case studies
  • Refreshments and lunch on classroom deliveries
  • Certificate of completion
  • Post-course application plan

Frequently asked questions

You should understand how workplace learning programmes are designed, delivered or managed. You do not need prior training in statistics, psychometrics or specialist analytics software.

Bring details of a current or planned classroom, virtual, digital or blended learning programme. Learning objectives, existing surveys, completion reports and business measures are useful, but not essential.

It is designed for learning and development managers, learning designers, training managers, digital learning specialists and HR professionals. Participants should have responsibility for programme quality, evidence or reporting.

Instructional design courses focus on designing learning experiences and content. This course concentrates on measuring learning, skill demonstration, transfer, business contribution and programme effectiveness.

You will build an assessment and evaluation pack for a real learning programme throughout the course. The templates can be adapted for leadership, compliance, systems, customer service and technical training.

The first week establishes outcomes, assessment methods and instrument design. The second week covers transfer, analytics, data interpretation, reporting, governance and the final capstone presentation; each training day runs 08:30-16:30 with about 6.5 contact hours.

Questions about this course?

Ask about dates, fees, group bookings or running it for your team. Our training team replies by email.

Ask on WhatsApp info@skillsetdevelopment.com

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