EVALUATI NG WHAT HAS BEEN LEARNED DURI NG TRAI NI NG

Evaluation tools

CEGOS ©2007 Page 1 of 9

I nformati on – mi si nformati on (or ' true-fal se' )
Process The trainer shows the whole group a statement
The learners raise the card they think corresponds to the statement, based
on whether they think it's true or false
Use To evaluate what learners already know or as part of formative evaluation
Gives a quick visual image of the group's knowledge and understanding
Examples
Statement no.1: "The main competition in the 'turnkey' service offering market comes from the xxx
sector."
Misinformation

No, our main competitors in this area are YYY and ZZZ, who
belong to the vvv sector.

Statement no. 2: "Our customer surveys reveal that the reliability and availability of the hotline are the
main drivers for retaining customer loyalty for the turnkey service offering."
Information

True. The 'hotline' indicator came out above all the rest amongst
the customers questioned.

My notes:


Evaluating what has been learned during training

CEGOS ©2007

Page 2 of 9

Defi ni ti ons
Process This technique is used in respect of training content that has been tackled
earlier (the day before or in the morning, for example)
The trainer hands out one card to each participant. Each card shows the
name of a concept that has been tackled earlier
Each learner has to explain this concept to the others, without using the
name of the concept itself. To make the exercise more difficult, the card may
also list other words or expressions that cannot be used
Use Formative evaluation. Offers an opportunity both to evaluate and provide a
useful reminder to participants of what they have learned


Examples:
'Personal support' service offering
Explain this offering to the other learners without using the words: 'interviews' or 'coaching'.
'Tranquility pack' service offering
Explain this offering to the other learners without using the words: xxx, yyyy.
'Blue sky' service offering
Explain this offering to the other learners without using the words: xxx, yyyy.

My notes:



Evaluating what has been learned during training

CEGOS ©2007

Page 3 of 9

Mi x and match
Process The process for carrying out a particular activity is briefly described in the
form of a series of steps. Each step is shown on a small strip. Learners work
together in pairs to put the strips in the right order for the process
Use Very suitable for skills that have a major procedural component

Example:
The stages in conducting a sales meeting
1
2
3
4
5
6
7

My notes:



Evaluating what has been learned during training

CEGOS ©2007

Page 4 of 9

Puzzl e
Process Working in pairs or small groups, learners assemble cards, associating
those that relate to the same subjec
Use In formative evaluation, at the very beginning of the sequence (prerequisites)
or after a section of content has been covered
Gives the trainer a swift sense of the state of learners' current knowledge

Example:
Working in 4 sub-groups, find the links between the 16 cards in the puzzle.

Name of service
offering
Target
companies
Offer
description
Customer
benefit





My notes:



Evaluating what has been learned during training

CEGOS ©2007

Page 5 of 9

Qui z Show
Description Learners are split into sub-groups. Each sub-group prepares questions
aimed at the other learners. They are given the following instructions: "The
questions must be open or closed. You must have an answer for each
question"
Depending on the number of sub-groups, each group prepares between 3
and 5 questions (the number is set in advance by the trainer)
Each sub-group then asks the next group a question, moving round the
room clockwise. If the question is not answered satisfactorily, the group who
asked the question provides the answer
This can be combined with a challenge (points to score, a present for the
winners, etc.)
Use In formative evaluation, for example when restarting the training after an
interruption. Allows each learner to take stock of what they have learned,
and gives the trainer an opportunity to remind participants


My notes:



Evaluating what has been learned during training

CEGOS ©2007

Page 6 of 9

Wal l bi ngo (vari ati on on the qui z show)
Description The themes of the training are split between the sub-groups: one theme per
group. The members of the group assign a value to each question, based
on the how difficult they think each question is (100 to 500 points for each
question, with the easiest given 100 points)
The trainer prepares a grid showing the themes and the level of difficulty of
each question
They are given the following instructions: "The 5 teams are competing with
each other to gain the maximum number of points. Your task is to answer
the questions prepared by the other teams. You have a limited time for your
answer" (15 seconds minimum, 1 minute maximum)
The teams take turn to choose a theme and a level of difficulty for their
question (the trainer moves the counter that matches their choice). If the
answer given is judged correct by the team that devised the question, a point
is awarded. Otherwise, the question is put back in play (a different team may
choose this question another time, and will have the advantage of the time
already spent on it)
If the question is not answered satisfactorily, it is put back in play: another
team may answer
Use The same as the quiz show, with more of a fun and 'challenging' effect
Examples:
Service offering Customer survey Competition
100 100 100
200 200 200
300 300 300
400 400 400
500 500 500

Evaluating what has been learned during training

CEGOS ©2007

Page 7 of 9


Points Questions Answers
100
200
300
400
500


My notes:



Evaluating what has been learned during training

CEGOS ©2007

Page 8 of 9


Fi nd the questi on
Process The trainer prepares answers that relate to points that have been covered
previously. Each learner is given an answer: they then need to find the
corresponding question
Use In formative evaluation, when restarting after an interruption. Serves as a
reminder

Example:

Answer: 20%
Question: our market share in the xxx sector


My notes:



Evaluating what has been learned during training

CEGOS ©2007

Page 9 of 9


Vi deo Qui z
Process Learners watch a video showing a particular situation. They are then given a
quiz after each section: which behaviour to adopt from a range of options, an
appropriate response, etc
Use Formative evaluation. Very useful for situations that are difficult to work
through in a role play


My notes: