Assessments & PM Workshops

Have you ever led a workshop for professionals who’ve managed teams, budgets, and crises but who still approach learning as if it’s a test to pass rather than an experience to grow through? I have.

I organize short-term workshops in project management and leadership for professionals with at least several years of business experience. Participants bring deep expertise and well-established thinking habits, which are often easy to assess through surveys or tests. The main challenge in facilitating these programs is creating an environment where participants can collaborate effectively, adapt to uncertainty, and apply their knowledge to generate real value in simulations of real-world challenges. The goal is not only to help them develop strategies they can implement in their professional practice but also to inspire them to continue learning beyond the workshop—cultivating the habits of reflection, curiosity, and self-directed growth that define lifelong learners. Moving beyond traditional assessment and shifting the assessment strategy can make the difference and serve this goal.

Traditional assessment often focuses on right-or-wrong answers—summative evaluations that test recall. But professional learners thrive when they are invited to reflect, question assumptions, and see feedback as a guide for continuous improvement.

Instead of relying solely on quizzes or written assignments, facilitators can assess performance in context: how learners make decisions, communicate ideas, and demonstrate leadership. This kind of assessment encourages professionals to become self-assessors—aware of their own thinking, strengths, and areas for growth.

The three interconnected approaches to assessment — OF, FOR, and AS learning —when combined, may turn workshops into spaces of reflection, exploration, and self-driven growth.

I will share four assessment techniques that would foster self-directed learning:

1. Background Knowledge Probe — Assessment OF Learning

Sending a short, focused, anonymous online questionnaire to participants before the workshop helps them surface what they already know and believe about a topic, raises questions, and sparks curiosity as the correct answers are not given.

For the instructor, this “Background Knowledge Probe” provides a snapshot of the group’s collective experience and assumptions. It acts as a diagnostic tool to tailor discussions; for learners, it highlights their own starting point. By clarifying the baseline, this approach supports an assessment OF learning—a moment to understand where everyone stands before the journey begins.

 2. Making the Assessment Process Transparent

When learners understand how and why they’re being assessed, they’re more engaged and motivated. Therefore, introducing the concepts of assessment OF, FOR, and AS learning at the beginning of a workshop builds clarity and trust. Participants see that assessment isn’t just about measurement—it’s about supporting their professional development journey. Transparency also encourages accountability. Learners begin to take ownership of their growth, seeking feedback proactively and using it to refine their thinking and practice.

 3. Group Reflection on Initial Perspectives — Assessment OF and AS Learning

Once the workshop begins, revisiting those initial responses to the Background Knowledge Probe questions can be eye-opening. Displaying anonymous results and inviting participants to discuss how their understanding has evolved helps them see their own growth.

This process blends assessment OF and assessment AS learning—offering both evidence of progress and an opportunity for self-reflection. It turns assessment into a collaborative process where learners actively engage in evaluating their own growth.

 4. Collaborative Case Study Activities — Assessment FOR Learning

Nothing brings theory to life like collaboration. Group case studies, simulations, or problem-solving tasks encourage professionals to test their knowledge in realistic contexts.

Here, the instructor’s role shifts to a facilitator or a coach—guiding discussion, asking probing questions, and providing feedforward (future-oriented feedback). This approach embodies Assessment for Learning, helping participants see feedback not as a judgment on performance, but as a catalyst for growth.

 5. Reflective Insight Check-Ins — Assessment AS Learning

Integrating brief reflection moments throughout a session can have a powerful impact. Asking participants questions such as, “What is one insight from the last discussion that has most influenced your thinking?” helps them consolidate knowledge and connect new ideas to their own experiences.

In addition to these in-session reflections, a post-workshop reflective writing assignment can further reinforce learning. Participants can use the ORID format to respond to the guiding question: “How has your perspective changed since the beginning of the workshop, and what actions might you take as a result?” In their reflections, participants are encouraged to share one or two key insights gained during the workshop and describe how these insights might influence their professional practice or future learning.

This reflective exercise deepens engagement, enhances self-awareness, and transforms information into understanding—making it a meaningful application of Assessment as Learning..

 Final Thoughts

Shifting assessment from a test of knowledge to a tool for reflection and self-direction transforms the learning experience—especially for experienced professionals.

By creating environments that value curiosity, experimentation, and reflection, facilitators help learners evolve from a fixed mindset (“I already know this”) to a growth mindset (“I can improve through effort”), and ultimately to a learner’s mindset (“I am continually learning and adapting”).

In a field like project management—where uncertainty and change are constant—that mindset isn’t just beneficial. It’s essential for lasting success and effective leadership.