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What we cover
What "learning impact" actually means
For Gary it comes down to what people can do after a programme that they couldn’t do before, whether that’s faster, more accurately or at all. Different objectives need different evidence, so the starting point is always knowing what you’re trying to change.
When compliance becomes the strategy
Pass rates, completions and hours are easy to capture, so they end up as the measure. If learners are told they need a certain number of credits, they chase credits. Gary argues that a learning strategy meets compliance easily, while a compliance strategy rarely produces real learning.
Building evidence in stages
Did they learn it, do they remember it, and does it show up in their work? Gary explains how pre- and post-assessments, retention check-ins and on-the-job observation build a picture over time. He’s after valid measures rather than perfect ones, and he never claims more than the design supports.
Five questions for your next results review
Assessment data should do more than report what happened. It should help you decide what happens next. Robbie closes with five questions to take back to your own organisation, starting with where learners consistently struggled.
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Five questions to ask when the pass rate looks good
Find the topics a high pass rate hides, the learners who only just scraped through and the one change that will make the biggest difference next time.
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