Welcome back. This is build winning courses. Step seven. Assess for mastery. The question is, can your students prove that you taught them value added content? Did you fulfill the implicit promise made in their purchase?

Assessing learning really does begin with the objectives, they tell you exactly how to evaluate your courses effectiveness. And to that end, we're going to start by revisiting them. A good three part objective has both the given which is a circumstances that allow you to test a person like given a case or given a simulation or given a scenario or while performing this task the learner will be able to and the second part the learner will be able to is to describe the task they're going to be doing like changing a tire, something most people do need to know how to do then you have the performance metrics. So you have the given which is the conditions. Orders We'll be able to which is the middle part, which is the Tasker claiming them to do. And then the performance metrics.

So for fixing a tire or changing a tire, it could sound like this. Given a vehicle with a flat tire or a spare and jack and tools in the car, and the safe place on which the car can be parked, learners will be able to demonstrate that they can safely change the tire to the specifications provided in this training. Why is it so important? Well, the given kind of tells you what you're going to have to do to set up the test like you can't have people prove they can change a tire by taking a paper test they can describe they can do it, but that doesn't mean they know how to do it. How are you going to test whether you're going to get a car with a flat tire, you're going to have them demonstrate all the safety stuff they need to do with it like chalking it.

Verifying the parking brake is all the other stuff. Then you're going to have them remove the flat tire and replace it with the spare tire. And pack the junk pack the jack back up and safely get back on the road. What's the performance metric? Number one, all the tools will be replaced properly, where they came from in the vehicle. Number two, the flat tire will be loaded in the car.

Number three, the lug nuts must be secured, you can check that with the torque wrench number four, the car must be partly on the side of the road in level flat, solid surface. So you have to specify these things in the training. You can say is this is this a safe place to park Yes or no? If yes, what makes it safe, flat, solid ground, plenty of space between the edge of the road and the edge of the of the side of the road so you can get off the road. In step one, you looked at the need How do you know that training will fix whatever problem it is that you think people have? Have you checked to see if it's an issue with a policy or a process or Is it just a new skill?

Or a new set of knowledge that they have told you they want to learn? How do you know there's a need instead to define your avatar, you're taking a look at your learner. How old are they? What gender, what educational level? What about the things they like or dislike? What is it they like about training?

What do they want more of what do they want less have to be willing to learn? Step three, gives you the opportunity to create objectives, actionable statements of what people need to know or learn that they currently don't know or can't do. And so when you know the circumstances under which they should be able to do those things and the degree of effectiveness or accuracy required for them to be doing it. Well, you have the basis for your assessment process. Soon. We'll see you next at lesson two.