Assessing learners´ skills and competences

Re-assessment tools

The following assessment tools for re-assessment purposes are recommended for the final participants of the FIL course.

 

Learning objective tests/Quizzes

Tests and quizzes show participants´ learning progress during a certain period of time, e.g. at the end of a training week or unit. For teachers, they provide the possibility to check whether the learning contents are clear and suitable for the target group.

While tests have a more „serious” appeal, quizzes very ofter imply the results might not have any „negative” impact one knows maybe from school days, tests and exams then.

However, when designing such test, one should consider if the focus should be put on assessing performance, behaviour or quality of work/ results. Within the FIL project, it would rather refer to the quality than to the other suggested criteria.

Pros

The results of learning objective tests and quizzes make learning progress of participants and topics that still have to be deepened clearly visible, also providing a good approach to adjusting training contents for teachers in a swift manner. They can also help to re-engage learners and provide different activities when they tend to get “lost” or distracted e.g.

Cons

To keep their motivation at a high level, questions/tasks have to be clearly understood by the target group and shall not be too difficult.

Recommended example/ further reading:

These tests and quizzes can be presented by work sheets or online tools, for example on socrative.com or google forms:

Source: https://socrative.com/

Source: https://www.google.com/forms/about

Small assignments/ tasks

What do you want participants to learn in the FIL course? What could they do to show you that they have learnt it? To choose assignments that truly serve your course objectives, it is useful to write out the training objectives in this form: I want my participants to be able to achieve individual financial well-being.

It highlights also that courses have learning objectives for learners, but also training objectives, i.e. indications for educators on what they should teach. They might match but some times, training objectives could be broader and also consider skills/ competences related to a meta level. E.g. Learning objective – to learn the multiplication by 1 to 10 versus training objective – to help learners become more secure and swiftly react when it comes to multiplication by 1 to 10, reflect with them upon real life situations, etc.

When it comes to small assignments, it could be to work out some calculations, but also to implement some tasks into the learner’s daily finance practice (e.g. once they know about multiplication gather examples in their financial acts where they need the multiplication – like in the supermarket when purchasing several fruits priced per piece).

Source: https://pixabay.com/de/photos/einkaufen-obst-gem%C3%BCse-gesch%C3%A4ft-2614148/

Pros

Activities and tasks that are related to real life situations and requirements foster the practical implementation in participants´ daily life.

Cons

Topics should not be too complicated to make sure that participants´ interest will not fade away.

Recommended example/ further reading:

In case of research related tasks:

• Research credit terms and conditions of differet bank institutes and their impact on budgeting,
• Reflect upon impact of advertising on own consumerism,
• Discuss data security and protection when online-shopping or banking.

In case of group work:

• Make course topics come alive by creating and acting role plays related to them,
• Provide case studies for groups to read and analyse,
• Debate a controversial topic on financial topics.

Learn more on: https://momentum.org/programs-services/financial-literacy-training/

Observation – Observed behaviour

Behaviour also impacts daily finance activities. There is conscious behaviour learners are aware of and unconscious behaviour they would not notice themselves without help in making it aware to them. Observations on how training participants behave in certain finance context could give good insight into behavioural assessment and help them change and improve in certain situations.

In re-assessment this could be managed by implementing a role play in face to face training sessions which the teacher observes, possibly following a checklist or a rubric giving a quick overview on which criteria to look for during the role play. It could also consist of a 360 degree feedback given by all participants, raising possibly also their own awareness on their behaviour. In this assessment practice, the rules on how to give constructive feedback should be clarified with participants and the teacher should well consider any introverted learner may not be harmed by the group/ other participants.

Source: https://pixabay.com/de/photos/ferngl%C3%A4ser-alte-antik-ausr%C3%BCstung-354623/

Pros

Observations can help to assess knowledge, skills and behavioural aspects. When implemented with care, they can also bring motivational aspects for participants.

Cons

Teachers should set up criteria to focus during observational practices since the aspects might be overwhelming to them.

Recommended example/ further reading:

Video: Explaining basics on Functional Behavioral Assessment: https://www.youtube.com/watch?v=Qaz5kcS2oD4