Questionmark’s European Training Manager, Kate Soper
Posted by Chloe Mendonca
People who want to get started using Questionmark but aren’t able to attend a regular three-day training course now have the option of taking online training.
In response to requests from our customers, we are pleased to offer a variety of short online courses that participants can take from the comfort of their own homes or offices. All of the courses are a mix of a live, interactive presentation where you’ll be encouraged to ask questions and a set of exercises and support materials (including short video tutorials) for you to work through at your own pace and schedule.
Three new online courses will be led by Questionmark’s European Training Manager, Kate Soper. Kate has been delivering Questionmark training courses since 2008 and had extensive experience in e-assessment before that. Course participants will benefit from Kate’s expert advice and instruction, as well as additional support after the courses have finished.
- Introduction to Authoring Manager V5.5
New Questionmark users will learn in this course how to use Authoring Manager to create topic folders, questions and assessments. (Two to three hours, including a 15-minute break.)
- Introduction to Enterprise Manager V5.5
This course explains how to create and schedule participants and create other administrators. This course provides an overview of Questionmark’s functions, including the basics of reporting. (Two to three hours, including a 15-minute break.)
- Customising the Participant Interface in Version 5.5
Learn how to tailor the look and feel of your assessments in this course. Do you want to add your logo to login screens and assessments? Change the ‘Submit’ button to say ‘Finish test’? Add a link to your terms and conditions on the login screen? Then this is the course for you! (Five to six hours in two separate sessions, each including a 15-minute break)
Click here for complete details, including course objectives, pricing, dates and registration
I really enjoyed last week’s Questionmark Users Conference in Los Angeles, where I learned a great deal from Questionmark users. One strong session was on best practice in diagnostic assessments, by Sean Farrell and Lenka Hennessy from PwC (PricewaterhouseCoopers).
PwC prioritize the development of their people — they’ve been awarded #1 in Training Magazine’s top 125 for the past 3 years — and part of this is their use of diagnostic assessments. They use diagnostic assessments for many purposes but one is to allow a test-out. Such diagnostic assessments cover critical knowledge and skills covered by training courses. If people pass the assessment, they can avoid unnecessary training and not attend the course. They justify the assessments by the time saved from training not needed – being smart accountants using billable time saved!
PwC use a five-stage model for diagnostic assessments: Assess, Design, Develop, Implement and Evaluate as shown in the graph on the right.
The Design phase includes blueprinting, starting from learning objectives. Other customers I speak to often ask how many questions or items they should include on each topic in an assessment, and I thought PwC have a great approach for this. They rate all their learning objectives by Criticality and Domain size, as follows:
1 = Slightly important but needed only once in a while
2 = Important but not used on every job
3 = Very important, but not used on every job
4 = Critical and used on every job
1 = Small (less than 30 minutes to train)
2 = Medium (30-59 minutes to train)
3 = Large (60-90 minutes to train)
The number of items they use for each learning objective is the Criticality multiplied by the Domain size. So for instance if a learning objective is Criticality 3 (very important but not used on every job) and Domain size 2 (medium), they will include 6 items on this objective in the assessment. Or if the learning objective is Criticality 1 and Domain size 1, they’d only have a single item.
I was very impressed by the professionalism of PwC and our other users at the conference. This seems a very useful way of deciding how many items to include in an assessment, and I hope passing on their insight is useful for you.