Tools to measure learning

Did attendees gain the intended knowledge? Tests of knowledge and exams can measure this and pre and post training ratings of knowledge and confidence can capture these data too.

Aims and learning outcomes are often used interchangeably. It can be helpful to define these to give learners a clear indication of the broad purpose or intention of your training (aims) and the content of the training (intended learning outcomes).

The aim of the course can serve as an introduction to a course and help potential participants decide if the course is right for them. An aim can be a paragraph, it does not need to be written in one sentence.

Intended learning outcomes (ILO’s) should identify precisely what the learner should be able to know and do as a result of attending the training, whether this is about increased knowledge and understanding and/or developing skills for example, by the end of the training, the learner should be able to......

Usually 3 –4 key learning outcomes for a one-day training.

Learning outcomes should be SMART

Specific (well defined and clear)
Measurable (track progress and completion)
Agreed upon and achievable (agreed with staff member and line manager)
Relevant (to the person’s role)
Timely (i.e., by end of training day or in another time period following the training)

Click here (opens in a new window) for a replicable Microsoft Form that allows you to capture ILO ratings of knowledge and confidence at the start and end of a learning event.

The Excel sheet at the back of the Microsoft Form will let you compare average pre and post knowledge and confidence ratings to see if these have increased as a result of the learning event. This bar chart below is an example of how you can illustrate these data.

Reflective prompt: Think about a recent learning event you attended. How do you know that you gained the intended knowledge? What could the learning event organisers have done to check this?