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Evaluation Plan for Business Psychology (Crosby)

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Tiffany Crosby
23 February 2013

Note: the full evaluation plan is linked to this document. The key decision points around my design are related to content and interactive features. Focusing on these two factors, led me to these decision points and underlying questions:

1. Is the amount of reliance on video appropriate or should it be decreased or expanded.

a. is there empirical evidence that links the length of videos with learner attentiveness and knowledge acquisition?

b. Are other critical 12st century-skills negatively impacted by the amount of video included (e.g., critical thinking, analysis / synthesis

2. How much mandatory reading should be incorporated into the study of the 4 business psychology elements?

a. What is the actual read rate for reading material with or without assessments?

b. Does the length of individual articles impact the likelihood of a committed adult learner reading it?

3. Should module assessments be incorporated to test the ability to apply the concepts?

a. What does adult learning theory say about the value of assessments?

b. Could gamification concepts be embedded in the module assessments to make them more interactive?

4. Should an end of course assessment occur or is the business evaluation exercises sufficient for determining the comprehension and application of the psychology concepts in a real-world business setting?

a. What does adult learning theory say about the value of assessments?

b. Could gamification concepts be embedded in the module assessments to make them more interactive?

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Tom Reeves
5:08pm 24 February 2013

Tiffany, you have done a great job of identifying a set of decisions that you and your colleagues must make regarding the development of your Business Psychology Online Course as well as some of the questions that must be answered to provide the information needed to guide your decision-making. One of the methods you plan to use is “literature review.” This is always a great place to start. However, given the nature of the decisions you face (e.g., length of videos, reading rates, potential of gamification), much of the older literature may be irrelevant and newer studies may not be available. Therefore you may need to contact expert practitioners to gain insight into some of these issues. For example, the folks who run the TED talks ( ) seem to have hit upon an almost magical formula with their 18 minute limit on presentations, but I don’t think this formula was research-based (see: ).

With respect to your decisions about assessment, I may have become cynical in my advanced years, but in normal higher education contexts, I have found that “If you do not assess something, you have no basis for believing that that thing (knowledge, skills, attitude, or intention) has been learned.” Most students in traditional higher educational settings generally focus their energies on “learning” what is on the test. When I used to teach undergrads, the two most frequent questions were “Do we have to know that?” and “Is that going to be on the test?” This is why I am such a big proponent of embedding assessment in authentic tasks.

Well, I may be wandering off topic here, but the bottom line is your evaluation plan is shaping up to be very useful given its foundation in important decisions and good questions.

Jane Nkosi
7:52am 25 February 2013

Hi Tifany,

I like your formative evaluation plan; you are asking very critical questions especially concerning assessment now that the trend is towards authentic assessment of learner output.


Itana Gimenes
7:37pm 3 March 2013

Tifany, Tom,

I find the plan interesting, though very long so probably the methods of evaluation will be different for instance for the issues of video and the issues of assessment.

Regarding Tom's comments, both interesting. I agree that experts need to be consulted. Maybe cultural issues have to be taken into account too, I have the impression that Brazilian are so much more attracted to video than texts, for instance. Regarding assessment, I agree with Tom, in my own experience what he says is very true. One comment to add is that feedback of the assessments is highly important. Giving the students the opportunity to reflect on the mistakes they made or the alternative they would have is much more important than just give a mark for the assessment. Obviously this requires more time and effort of the instructor.

Itana Gimenes

Tiffany Crosby
9:08pm 3 March 2013


Thank you for those very insightful comments. I will definitely take your point into consideration.

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