Module 1
Assessment Purpose, Alignment and Evidence
- Assessment versus evaluation
- Outcome-to-evidence alignment
- Formative and summative purposes
- Validity, consistency, fairness and accessibility
Assessment and Evaluation Flagship Programme
Assessment Design, Learning Evaluation and Transfer
Design valid assessments, evaluate learning evidence and strengthen transfer so development activity can be linked to real capability and performance.
Course overview
Measure more than attendance and satisfaction—build evidence that learning works.
Assessment Design, Learning Evaluation and Transfer develops the judgement required to decide what evidence is needed, how to gather it and how to use it. Participants align assessment with learning outcomes and design evaluation around useful decisions rather than collecting data because it is easy to obtain.
The course covers formative and summative assessment, authentic performance tasks, item and rubric design, fairness, consistency and feedback. It then expands from learner achievement to programme evaluation, transfer conditions and workplace evidence.
Participants leave with an integrated assessment and evaluation plan that identifies evidence sources, responsibilities, timing, reporting and improvement actions.
Learning outcomes
What participants will be able to do.
- Define the purpose and decision use of an assessment or evaluation.
- Align assessment evidence with stated learning and performance outcomes.
- Select appropriate knowledge, skill, judgement and performance assessment methods.
- Develop assessment blueprints, items, tasks and scoring criteria.
- Apply principles of validity, consistency, fairness and accessibility.
- Design formative feedback that supports learning during a programme.
- Create evaluation questions that go beyond satisfaction and completion.
- Select quantitative and qualitative evidence for learning, transfer and performance.
- Diagnose transfer barriers and define manager, workflow and reinforcement support.
- Produce an integrated assessment, evaluation and reporting plan.
Who should attend
Designed for professionals who need practical, context-aware L&D capability.
- L&D and talent-development professionals.
- Assessment designers and learning-quality specialists.
- Programme and academy managers.
- Trainers, facilitators and instructional designers.
- Managers responsible for learning impact and capability evidence.
Prerequisites
Professionally relevant and application-focused.
Participants should understand the learning outcomes of a programme they want to assess or evaluate. Basic experience with course delivery or design is useful.
Course structure
A five-Module learning and development journey.
The sequence develops understanding, application and practical outputs progressively across five connected Modules.
Module 2
Assessment Blueprint, Items, Tasks and Rubrics
- Assessment blueprints and coverage
- Question and item design
- Authentic tasks, simulations and performance evidence
- Rubrics, scoring and feedback
Module 3
Learning Evaluation Design
- Evaluation questions and decision needs
- Participation, learning and experience evidence
- Qualitative and quantitative methods
- Sampling, timing and data quality
Module 4
Transfer and Workplace Performance
- Conditions for transfer
- Manager and peer reinforcement
- Performance support and workflow integration
- Behaviour and operational evidence
Module 5
Analysis, Reporting and Continuous Improvement
- Interpreting assessment and evaluation results
- Dashboards, narratives and stakeholder reporting
- Avoiding overclaiming causality
- Improvement actions and evaluation governance
Learning experience
Move from understanding to application, production and workplace value.
Align
Start with the outcome
Define what credible evidence of knowledge, skill or workplace performance would look like.
Design
Build assessment evidence
Create blueprints, questions, tasks, scoring criteria and feedback.
Evaluate
Ask useful programme questions
Choose evidence according to the decision the organisation must make.
Transfer
Design beyond the classroom
Identify the workplace conditions, reinforcement and support needed for behaviour change.
Improve
Turn evidence into action
Interpret findings, communicate limitations and define changes to learning or work systems.
Completion requirements
Demonstrate participation, application and professional judgement.
- Complete an assessment blueprint and representative assessment tasks.
- Develop an evaluation and transfer plan for a selected programme.
- Participate in item, rubric and evidence-quality reviews.
- Present an integrated measurement approach and improvement actions.
Participant outputs
Leave with practical L&D artefacts.
- Assessment blueprint.
- Sample questions/performance task and rubric.
- Evaluation-question and evidence matrix.
- Learning-transfer diagnostic.
- Programme measurement and reporting plan.
- Continuous-improvement action log.
Delivery options
Select the learning format that fits your people and development environment.
Instructor-led
Live Classroom
Face-to-face learning with facilitated discussion, design workshops, practical exercises, peer review and immediate feedback.
Instructor-led
Live Virtual Classroom
Interactive online delivery using collaborative workspaces, breakout activities, guided design and live facilitation.
Flexible
Blended Learning
A structured combination of preparation, live sessions, applied assignments, portfolio development and follow-up application.
Organisation-specific
Corporate and In-Company
Tailored delivery using organisational terminology, learning assets, platforms, governance and capability priorities where appropriate.
Frequently asked questions
Course information and participation.
Does the course teach examination question writing?
Yes, where relevant, but it is broader than test-item writing. It covers performance tasks, rubrics, formative assessment, programme evaluation and transfer evidence.
Will we learn how to prove training caused a business result?
The course emphasises evidence and disciplined interpretation. Participants learn to avoid unsupported causal claims and to design measures appropriate to the decisions being made.
Does evaluation include workplace behaviour?
Yes. Transfer conditions, reinforcement, manager support and workplace performance evidence are core parts of the course.
Can this be applied to leadership or soft-skills programmes?
Yes. The principles can be applied to knowledge, technical skills, behavioural capability and judgement, provided the outcomes and evidence are clearly defined.
Can corporate delivery use our current assessment data?
Yes, where appropriate. The course can review approved assessments, rubrics, evaluation forms and programme evidence against agreed quality criteria.
Take the next step
Build credible evidence of learning, transfer and performance—not completion data alone.
Discuss a public programme or a corporate assessment and evaluation cohort aligned with your courses, academy and capability framework.