Construction Cycle and Quality Controls for Training Transfer Evaluations in Livelong Learning Programs in Quebec and Switzerland

The Construction Cycle and Quality Controls for Training Transfer Evaluations (CCQCTTE) is an assessment method that results of collaboration between University of Quebec in Montreal (UQAM) Canada and the University of Teacher Education of State of Vaud (HEP Vaud) Switzerland. The main objective of CCQCTTE project is to design and field test a method for building high quality training transfer assessments (level 3 of Kirkpatrick’s model). In relation with this goal, we defined five sub-objectives: easy way of use; implementation of best practices; cyclical quality approach; taking into account of transfer factors; diagnostic feedbacks. CCQCTTE consists of eight steps: 1) analysis of the training objectives and of the factors influencing the transfer; 2) assessment design; 3) items writing; 4) information about the assessment; 5) collection of transfer data; 6) processing of results; 7) feedbacks and 8) macro-regulation. The end product of the first step is a table of specifications and a list of transfer factors. Once the evaluation plan is defined in step two, we can move on to step three of item development. During the fourth step, all the stakeholders are informed. During step five data collection takes place in the training environment and in the workplace. Data are processed to extract information during step six. The seventh step concerns elaboration and sending of personalized feedback to the trainees and the stakeholders. Finally, the eighth and final step is a “macro-regulation” that consists of learning from all the previous steps in order to improve future transfer assessments cycles. During the first-year, we made a preliminary field testing and the second-year, a series of main field tests of the CCQCTTE. During the third year, the method was implemented in Montreal and in Lausanne. The three years international CCQCTTE project has made it possible to develop the method during construction of several transfer assessments for lifelong training programs. We highlighted a real added value of step 8 that transforms the cycle in a kind of spiral of quality. In terms of limitation, we note that step 1 “Analysis” remains time-consuming and that it is difficult to start without the accompaniment of an experienced expert of the CCQCTTE. As part of this paper, we will describe the CCQCTTE method and its quality approach, the circumstances in which it was developed and field tests results.

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