Designing Assessment Tasks

Almost counter-intuitively, the first elements of the curriculum that should be designed are the forms of assessment that will be used to measure trainees’ competency development. Designing assessment tasks first serves to focus the overall curriculum design on the desired knowledge and skills that are to be developed. Working backwards, it is actually a natural progression from the process of competency specification and definition of learning objectives to the design of

Stages in curriculum design

Figure 6.1 Stages in curriculum design.

assessment. The appropriate assessment of non-technical skills, including the core enabling knowledge, constituent skills and overall performance, has been explored in detail in the previous chapters.

Designing Training Events

Designing for the development of core enabling knowledge: Once decisions have been made with respect to assessment, the next stage of curriculum design involves planning the training events through which trainees will develop the required core enabling knowledge. We have already examined in detail a range of training modes that could be used for knowledge development, including the traditional seminar presentations, case study discussions and self-directed eLearning packages.

Designing for skill development: Once core enabling knowledge has been developed, the next task is to plan the training events that will be used for developing and practising actual non-technical skills. In Chapter 5, we explored in detail the modes of training that can be used for non-technical skill development, including the role-play, simulation and on-the-job forms of training.

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