Section outline

  • Assess learning and evaluate the training process

    Training resources available in this section focus on the purposes and types of learning assessment, as well as methods that can be used to evaluate training to understand its impacts and for improvements. 


    • Download all resource files in Competency VI

    • Readings

    • Assessment for Learning

      Assessment is the process of collecting information about how students are learning to aid in making training decisions. However, it also is an aid to learning itself, offering students the chance to practice skills and check their knowledge. This resource discusses assessment in general as well as formative assessment, or assessment for learning. 

    • Assessment Principles

      Assessment should be a central concern in any training plan. Yet many trainers are least confident in their skills related to this competency. This resource looks at the fundamental qualities of assessment and also at the various forms it can take.

    • Bloom’s Taxonomy applied to teaching NWP to forecasters

      Bloom’s Taxonomy is a system that helps to distinguish learning outcomes based on the cognitive skills required and their level of complexity. This resource describes how to apply Bloom's Taxonomy for defining both learning outcomes and approaches to assessing them. The examples are presented in the context of teaching Numerical Weather Prediction to weather forecasters.

    • Peer Assessment

      An often looked form of assessment is Peer Assessment, in which students provide feedback to each other on their work. This helps the learning of both the person assessed and the one who does the assessing. This resource describes how peer assessment can be implemented to avoid frustration and potential conflict.

    • Levels of Training Evaluation

      This resource presents training evaluation as the step of the training cycle that leads to continuous improvement in the development and delivery of training. Four levels of evaluation are described in this resource, explaining who and what is evaluated at each level.

    • Training Evaluation Guidelines

      During past WMO Courses for Trainers, the facilitators and participants have worked to generate ideas about how we can gather feedback to guide us in making training program improvements. This resources summarises the output of those discussions.

    • Learning is a Process: A guide for training design and evaluation

      This list offers critical factors to consider before, during and after training that help to ensure lasting impacts. As such, they function as aspects to explore in training evaluation. Many of these have been identified as common factors that can limit the success of training if not attended to.

    • Guidelines for writing multiple choice questions

    • Interaction Modes

      Education and training is all about interaction. Without interaction with other people, a domain of knowledge, the tools of a profession, or the world in general, no learning can occur. Interaction modes are the forms in which external influence and internal response can take place. The brief analysis of interaction modes described here is useful to consider in designing training. (Consider moving to Competency IV)

    • Learning Feedback

    • Principles of Learning Assessment

    • Templates

    • Worksheet for Designing Formative Assessment

      This planning template can guide in the development of useful formative assessment, or assessment that is conducting during the training event to enhance learning.

    • Examples

    • Example of Competency Assessment - CAeM Competency Assessment Toolkit

      This website was prepared by the WMO CAeM Task Team on Competency Assessment and Expert Team on Education, Training and Competency. It provides a framework for competence assessment of aeronautical meteorological personnel, but offers good suggestions for any competency assessment.

      Note: This link will bring you to an external website. The content is not subject to the Creative Commons License. Acknowledgment is made to the CAeM TT-CAT for permission to link to the material. 

    • Digital Storyboard Example (large PNG) File
    • Storyboard Large Digital Poster Raw Materials (Powerpoint) File
    • Storyboard Cards to Print and Cut (PPT) File

      Use this PPT to print the cards only if you have a true version of PowerPoint. Otherwise, the text and images might be resized. 

    • Storyboard Cards to Print and Cut (PDF) File

      This version is in PDF format for those without PowerPoint. (The sizing needs to be checked.)

    • Step-by-step Building a Blended Learning Storyboard Page
      Students must
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