Feedback is the key to success
As Instructional Designers, our ultimate goal is not simply to create learning content, but to institute performance improvements and desired behavioral changes through well-designed artifacts and instructional programs. Through our front-end analyses, we strive to build a solid understanding of our clients’ organizational goals as well as the specific contextual factors (e.g., learner, task, environment, cultural factors) that may impact the effectiveness of our solutions. How, then, do we evaluate our work? How do we determine that our solutions are truly aligned to the performance requirements we’ve previously defined? The answer: Performance Assessment Instruments.
Performance assessment instruments (PAI) are artifacts that are designed to measure the learner’s post-training mastery of defined performance objectives under simulated conditions and specific criteria, all of which should be discussed and agreed-upon with the client and subject matter experts (OPWL 537 Course Instructors, 2020). These tools essentially measure the learner’s ability to perform the specific tasks that are relevant to performance requirements. Using multiple sources of information, such as performance objectives, historical learner performance, and stakeholder preferences, PAI include everything that the performer and assessment administrator need to conduct the evaluation (OPWL 537 Course Instructors, 2020, Rothwell et al., 2016). This may consist of instructions for the learner and administrator, a checklist, answer keys, and mastery criteria (OPWL 537 Course Instructors, 2020). PAI may use a variety of formats, from checklists and questionnaires to simulations, depending on the needs of the learner and the tasks to be performed (Rothwell et al., 2016). When designed well, performance assessment instruments provide helpful guidance and feedback not only to the Instructional Designer, but also to the client, other business stakeholders, and the learners themselves.
Feedback to the Instructional Designer
Performance assessment instruments provide valuable input for the Instructional Designer (ID); namely, they provide guidance on what exactly should be taught (OPWL 537 Course Instructors, 2020, Rothwell et al., 2016). Directing our attention to the performance objectives and their relevant tasks relatively early in the design and development phase provides a laser focus on the specific content that should be included as part of a learning solution. This helps us, as IDs, to create training that supports critical information for the performer and minimizes the risk of including extraneous content, or in other words, “nice to know” information (OPWL 537 Course Instructors, 2020).
Feedback to the client and business stakeholders
From a business value perspective, the client and relevant stakeholders are specifically interested in whether or not the learning solution actually addresses and resolves the targeted performance gap. Without evidence that the training program or artifacts have successfully driven the desired behavior changes in their performers, there will be no return on the investment the client has made in terms of money, time, and resources. PAI provide the feedback that the client and other stakeholders need to verify that the learners acquired the right skills and knowledge upon completion of the training program. These instruments also provide supervisors and managers with valuable information regarding what skills will need support when transferring from a simulated environment to a real-world scenario (OPWL 537 Course Instructors, 2020)
Feedback to the learners
As a learner, PAI provide important feedback regarding one’s successful task performance, potential areas for improvement, and guidance on how to close remaining performance gaps. These tools measure a performer’s proficiency in the specific tasks outlined in the performance objectives (OPWL 537 Course Instructors, 2020). Learners also gain valuable feedback as to how they might perform under the conditions, standards, and success criteria that will be expected of them in a real-world setting.
When it comes to developing and delivering learning solutions, IDs want to know that they’ve made a positive impact to the organization through those solutions. When it comes to investing in instructional design initiatives, clients want to know that their investment has driven value for their organization through improved performance. And lastly, when it comes to performers, they want to know that the time and energy they dedicate to completing a learning program will result in a new or improved set of job-relevant skills and knowledge. Performance assessment instruments help address each of those needs by facilitating important feedback loops to IDs, clients, and learners.
OPWL 537 Course Instructors. (2020). Instructional Design Course Handbook. Boise, ID: Boise State Department of Organizational Performance and Workplace Learning.
Rothwell, W., Benscoter, B., King, M., & King, S.B. (2016). Mastering the instructional design process: A systematic approach (5th ed.). Hoboken, NJ: Wiley.