Documented Problem Solutions

Assessment is an important part of facilitation. Not only can it help facilitators understand how learners absorb information, it can also help us determine whether learning is occurring as a session is being delivered, offering us the ability to change direction if necessary. There are a number of methods for assessment, and a number of options, depending on learners, the type of information required, and the amount of time a facilitator has to gather said information.

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Documented Problem Solutions is an assessment technique from Angelo and Cross (1993), where a facilitator asks learners to document the steps they take in order to solve a problem. I used it in a slightly different manner; as part of the classroom course I currently lead, learners are asked to do a lengthy lab exercise once they've completed the first day of training. It serves as a practical exercise that brings together all facets of the initial day of instruction, and it allows not only for general knowledge checking, but mimics many real-world environments enough that learners can easily translate the lab exercises into their day-to-day work once they go back to their jobs. There’s a very short instructor-led portion of the lab, mainly to set up the exercise, then the learners are left on their own to work through various database-related tasks, with the instructor acting as both the customer for whom the work is to be done, and the source of information should they run into any problems.

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I was able to use this assessment technique in a classroom course in late 2018 to great effect. I had a small class, with only four learners, but each person was able to complete the lab exercise and came away with a detailed document describing exactly how they performed the necessary steps, that they could then take with them back to their jobs and use again in the future.

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I'll definitely use this assessment technique in the future, with the existing modification and another: giving learners the option to participate. Given that my courses are typically customer-facing, I feel that requiring them to participate could put me in an uncomfortable situation.

Given the importance of assessment in learning, I feel that this is a great addition not only to my toolbox of skills as a facilitator, but also here in my portfolio.

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Reference:

Angelo, T. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers, 2nd edition. San Francisco, CA: Jossey-Bass.