At KAM Training Services, the assessment tools we use to assess participant’s performance are decided only after following a process. As professionals, we follow a process, such as the one shown below: We begin the assessment process by thinking about the purpose and context of the assessment event. We consider what it actually is that we want to assess, and become very clear in our own heads what it is that we need to see in order to make a good judgment about the standard of performance.
Once we have made our way through this design process, we make decisions about the best way to collect evidence of someone’s performance; evidence that meets the principles of assessment and the rules of evidence. We also need to understand what they know coming in so that we can identify more specifically the knowledge and skills they have gained during the course or program. We use variety of methods to assess our participants’s knowledge and skills.

Our Assessment Methods

Diagnostic Assessment Assesses a student’s strengths, weaknesses, knowledge, and skills prior to instruction.
Formative Assessments Assesses a student’s performance during instruction, and usually occurs regularly throughout the instruction process.
Summative Assessment Measures a student’s achievement at the end of instruction.
Norm-Referenced Assessment Compares a student’s performance against other students (a national group or other “norm”)
Criterion Referenced Assessment Measures a student’s performance against a goal, specific objective, or standard.
Interim/Benchmark Assessment Evaluates student performance at periodic intervals, frequently at the end of a grading period