Training systems

Requirements for Training / V13 2023-05-02

Similarly, a participant’s ability to achieve a learning objective can be assessed by comparing the participant’s training performance with the appropriate action verbs. Training evaluation shall be carried out while a participant is in action as well as at the end of a training. Learning objectives GWO uses the term learning objective in connection with training standards and modules and certifications. The domains of knowledge, skills and ability are used to describe learning objectives. Definitions of knowledge, skills and ability are presented in three levels: basic, intermediate, and advanced level. On each level, it is implicit, that learning objectives at lower levels are met. Thus, a learning objective indicates the specific knowledge, skills, and abilities a person with a given certification is expected to possess as the result of a learning process. Learning objectives are key elements of evaluation of participants’ performance and development. Evaluation Summative evaluation aims to measure the learning outcome at the end of a training. Summative evaluation must be conducted in the same environment and structure as the related learning activities. Formative evaluation aims to assess the level achieved and to support the continued learning towards the learning objective. Formative evaluation is supplemented by further guidance and feedback to the participant. Learning activities Learning activities must aim at the knowledge, skills, or abilities defined in the learning objectives, so that the participants’ progress can be observed and supported on an ongoing basis. In the Taxonomy Framework, the listed learning activities are the minimum standard of learning activities for each domain and level. Training providers and instructors with a flair for creativity and focus on excellence may go above the listed activities. Coherence

Coherence of the learning objectives (what ability we expect to observe in the end of training), the learning activities (what we do to reach the learning objectives) and the evaluation is essential. The purpose of alignment is partly: to ensure learning activities are created and conducted to achieve the relevant learning objectives (directed by action verbs); partly to ensure coherence between the evaluation and the what and how that the participant has practised during the learning activities. 2

2 Signe Skov (2015). Læringsorienterede kursusdesign (Eng.: Learning oriented Learning Designs)

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