Assessment Training

It is said “The proof of the pudding is in the eating”. No matter how well we teach our students, at the end of the day it all boils down to how well they can use this taught information. We call this measurement an assessment.

We at EnhanceEdu, in our endeavour to enhance the quality of education in engineering colleges have come up with a novel concept of “assessment training” wherein we teach the faculty members how to design assessments (both formative and summative) to aid in students’ learning. Topics like Bloom’s taxonomy, Fink’s model, Learning styles and rubric design are dealt with in detail in this 1 day workshop. We believe that once these concepts are introduced in our education system, we can see a metamorphosis change in the way students learn and apply the concepts taught.

Blooms Taxonomy

Taxonomy refers to a classification of the different objectives that educators set for students (learning objectives). Bloom's Taxonomy divides educational objectives into three domains: Affective, Psychomotor, and Cognitive. Within the taxonomy learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.

This workshop mainly focuses on cognitive domain, Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives. There are six levels in the taxonomy, moving through the lowest order processes to the highest as show in the figure.

In Bloom’s taxonomy, Bloom did not discuss about human dimension, learning how to learn and caring areas which Fink’s mentioned.  Fink also mentions learning process is not hierarchal, but it is continuous process.

Learning Styles:

A Learning style is the way in which each learner begins to concentrate on, process and retain new and difficult information. In this workshop, different approaches of learning are discussed such as:


In the assessment training, rubrics and their advantages over a single numerical score are discussed. Assessments should be conducted in such a way that it should be aligned to learning objectives. Good grades are more likely to translate into Good learning.