Course: Creating assessments that get results | Questionmark

Course: Creating assessments that get results


This two-day course instructs and engages participants in applying principles and best practices of assessment design, development, and delivery. The course addresses a broad range of issues related to the sound and effective use of assessments in business, training and education. It includes four modules:

  1. Measuring Knowledge, Skills, and Attitudes through Needs Analysis and Assessment Techniques;
  2. Motivating Learning with Questions and Assessments
  3. Writing Sound Test Items and Building Valid and Reliable Assessments
  4. Delivering Assessments Safely and Securely
Active learning, case study, and group project techniques are used to engage the participants. This course is designed for learning professionals who are responsible for education and training initiatives in their organizations and seek to enhance their ability to design, develop, and deliver effective assessments.

Registration and Course tuition

Tuition: This course is available only as an on-site training engagement. Please contact your account manager for details. 
Preparation: A pre-course, online, diagnostic assessment will be used to determine participants’ prior knowledge of course content.
Hours: 9:00 am to 4:00 pm each day
Breaks: 15 minute break in morning; 1 hour for lunch; 15 minute in afternoon

Course content and objectives

Module 1:

  • Create measurable objectives as a preliminary step to developing effective assessments.
  • Define the difference between knowledge, skills, and attitudes.
  • Identify 6 different kinds of question types and 4 assessment types.
  • Identify when best to utilize each questions and assessment type.
  • Apply the most appropriate forms of question and assessment types to the measurement of knowledge, skills, and attitudes
Module 2:
  • Describe how questions can motivate learners and increase retention before, during, and after instruction.
  • Discuss the benefits and best practices of using feedback.
Module 3:
  • Define the meaning and importance of assessment reliability and validity.
  • Define and describe the difference between norm-referenced and criterion referenced tests.
  • Describe the elements and benefits of a test blueprint.
  • State the “rules of thumb” for constructing quality questions for the most common item types.
  • Create assessment questions following the best practices for item construction.
  • Critique assessment questions for proper format and content.
  • Use item statistics to evaluate the performance of a test item.
  • Assemble a test form appropriate for the purpose, score interpretation, and audience of the test.
  • Establish an appropriate cut-score for the goal of an assessment.
Module 4:
  • Discuss the impact of low, medium, and high stakes have on the delivery of an assessment.
  • Identify and describe up to seven security issues to consider when delivering assessments.
  • Develop a delivery methodology based on an assessment’s stakes and security issues.


Howard Eisenberg brings extensive hands-on experience in the design and development of online assessments in both corporate training and higher education contexts. As associate director of MBA Online Programs at Drexel University’s LeBow College of Business, he was responsible for the development and delivery of roughly 100 online MBA courses taken by several hundred students per year. Prior to working for the LeBow College of Business, Mr. Eisenberg was the instructional design manager at Strategic Management Group, Inc. He joined Questionmark in July of 2004.

In May of 2004, Howard was a co-presenter at the Association for the Advancement of Collegiate Schools of Business Distance Education Conference. The topic of his presentation was “The Pros and Cons of Using Online Assessments: Teaching and Development Perspectives.” In August of 2004, Howard was also a co-presenter at the Learning Summit conference sponsored by the League for Innovation in the Community College. The topic of that presentation was “An Assessment Framework for the Community College.” Howard earned a master’s degree in educational communication and technology from NYU’s Steinhardt School of Education and a bachelor’s degree in anthropology from the University of Wisconsin, Madison.

More information

Customized onsite training is available for organizations with specialized requirements or those seeking a combination of software and best practices instruction. Please contact your Questionmark Account Manager to discuss customized training options or