A lot of you write test questions for online training (or even for paper-based training).

Maybe you’re doing it with an eLearning authoring tool, such as the ones from Articulate, Adobe, or Lectora. Or maybe you’re doing it with quizmaking tool built into your learning management system (LMS). Or maybe with pencil and paper. Probably not with chisel and cuneiform, though 🙂

However you’re doing it, you may sometimes find yourself wondering about the best practices for writing standard question types. (By the way, instructional designers often use the wonky phrase “assessment items” for this kind of thing–an assessment “item” is a question).

In this article, we’re going to give you tips about something related to test creation that learning experts call fidelity (no, not THAT fidelity–this is not a juicy blog post). In training talk, fidelity is the extent to which your test or test question mirrors the real task your workers will have to perform on the job.

In describing fidelity and test questions, we’ll cover a few other best practices, too. Hope this helps you with your question writin’.

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Want some easy tips to follow to make training that sticks? To create training workers will remember and apply on the job? To help you attain the business goals you’re trying to reach?

Although inspired by Malcolm Gladwell’s book The Tipping Point and written for a popular reading audience instead of exclusively for training professions, the book Made to Stick (more details about the book will come below, don’t worry) is a great source of information about current research into what makes things memorable and what causes people to act.

As trainers, we want to craft memorable training and we want training that workers will apply on the job. So you can see how the messages in this book will make your training better. It’s even a book you will notice a lot of training professionals referring to.

Interested in learning some of the tips from Made to Stick? If so, start by taking a little time to read the two selections below. As you read, ask yourself which you’re more likely to remember later–one or two days later, but even an hour or fifteen minutes later, too.

When you’re done we’ll cycle back and explain how this all relates to effective workforce training.

“A friend of a friend of ours is a frequent business traveler. Let’s call him Dave. Dave was recently in Atlantic City for an important meeting with clients. Afterward, he had some time to kill before his flight, so he went to a local bar for a drink.

He’d just finished one drink when an attractive woman approached and asked if she could buy him another. He was surprised but flattered. Sure, he said. The woman walked to the bar and brought back two more drinks-one for her and one for him. He thanked her and took a sip. And that was the last thing he remembered.

Rather, that was the last thing he remembered until he woke up, disoriented, lying in a hotel bathtub, his body submerged in ice.

He looked around frantically, trying to figure out where he was and how he got there. Then he spotted the note:

DON’T MOVE. DIAL 911.

A cellphone rested on a small table beside the bathtub. He picked it up and called 911, his fingers numb and clumsy from the ice. The operator seemed oddly familiar with his situation. She said, “Sir, I want you to reach behind you, slowly and carefully. Is there a tube protruding from your lower back?”

Anxious, he felt around behind him. Sure enough, there was a tube.

The operator said, “Sir, don’t panic, but one of your kidneys has been harvested. There’s a ring of organ thieves operating in this city, and they got to you. Paramedics are on their way. Don’t move until they arrive.” [Source: see note 1]

Now, the second:

“Comprehensive community building naturally lends itself to a return-on-investment rationale that can be modeled, drawing on existing practice,” it begins, going on to argue that “[a] factor constraining the flow of resources to CCIs is that funders must often resort to targeting or categorical requirements in grant making to ensure accountability.” [Source: see note 2]

OK, now that you’ve read them both, which are you more likely to remember? Why?

And how can you apply this to the training you create? Read on to learn how.

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It’s often, if not always, a good idea to provide some form of test or assessment after providing job training to employees.

In some cases, this may be a written test scored in a pass/fail manner, and in others, it may be a performance test that requires the workers to demonstrate a skill or the ability to perform a procedure in a satisfactory manner.

In either case, it’s important for that test to be a good one. By that we mean that it provides you with useful, actionable information about whether or not the employee has truly benefited from the training and is ready and able to successfully apply the new information or perform the new skill on the job.

Side note: Tests are also beneficial for compliance reasons, to prove the worker understood the training, but also because tests have been proven again and again to improve comprehension and retention (see this article on the “testing effect” for more on this).

There are a number of characteristics that “good tests” like this share. Learning & development experts know the two that we’ll talk about in this article as validity and reliability.

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