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10. Assessment Plan

How to use this activity

This activity supports practical application of the concepts in your lesson.

  1. Download this activity as a docx file
  2. Work through the activity step by step. Keep your answers concise and focused
  3. Return to your lesson when you are done.

What to do: Define indicators, assessment methods, and evidence sources for your training

Expected output: An assessment plan linking outcomes to observable evidence

Approximate time: 20–30 minutes

Used in

Before you start

You will typically need:

  • Outputs from earlier activities (if applicable)
  • Notes from your current lesson
⬇ Download as .docx

Instructions

Define how you will recognise whether learning is happening. Assessment is not a test bolted on at the end — it is how you and your learners see what is working and what needs attention. Focus on evidence that is observable, meaningful, and feasible in your context.

You will use

Warm-up: practise writing indicators

Before filling in the full table, take two or three of your outcomes from Activity 5 and draft an indicator for each — a concrete, observable sign that a learner has met the outcome.

For each indicator, check: Could someone hit this indicator without actually having learned the skill? If yes, the indicator is measuring surface behaviour, not real capability. Sharpen it.

Outcome Draft indicator Passes the check?

Once you're satisfied with these, carry them into the full table below.

Assessment mapping

Outcome Indicator(s) of success Assessment method Evidence Method of collection

Fill in the table based on what you currently do. For each outcome, record what you look for as evidence of learning, how you assess it, and how you collect that evidence.

Diagnose

  • Are outcomes clearly assessed — can you point to specific evidence for each one?
  • Are your indicators observable and meaningful, or are they vague proxies (e.g., "learners understood the concept")?
  • Is the evidence you collect useful for improving your training, or is it mostly noise?

Improve

Update the table to ensure:

  • Indicators are clear and observable — you can describe what you would see, hear, or read
  • Assessment reflects real capability — not just recall, but what learners can do or produce
  • Evidence is useful and feasible to collect given your resources and context

If you are creating a new training

For each outcome from Activity 5: Learning Outcomes:

  • What would tell you a learner has met this outcome? Describe something observable — a product they create, a decision they make, a skill they demonstrate.
  • How will you assess it? Consider: observation during activities, reviewing learner outputs, self-assessment, peer feedback, short tasks, or questions. You do not need a formal test — if your activities are well designed, they already generate evidence of learning.
  • How will you collect this evidence? Be realistic about what you can actually do during a training session.

Translation to your learners

  • Do your indicators and evidence make sense in your learners' context? Consider whether the assessment methods are culturally appropriate, accessible, and meaningful to the people being assessed — not just to you as the trainer.

Context check

  • What limits your ability to assess meaningfully? Think about time, group size, literacy levels, digital access, and whether learners are comfortable with the assessment methods you have chosen.

Reflection

  • Look at your assessment plan: what evidence gives you the strongest signal of actual learning? Focus there. If most of your evidence is easy to collect but tells you little, reconsider your approach.

Reuse in later sections

Iteration

Return to this plan after reviewing your Activity 6: Alignment Table. Check that every assessed outcome has a corresponding activity, and every activity connects to an assessment. Gaps in either direction signal a design problem worth fixing.