TRANSFER PRICING EDUCATION PROGRAMS

2. Single correct, which presents multiple choices as answers to a particular questions. One answer of the possible choices is correct.

3. Item matching, in which there is one column of possible answers that relate to another column of questions. Item matching is commonly used for matching the correct term to the definition.

4. Fill-in-the-blank, in which the students enters the correct word or words that complete a sentence.

5. True/false, in which the student answers whether a statement is true or false.

6. Short answer, in which the student enters a one to two sentence answer to a question.

• 7. Essay, in which the student responds to a question with a page (or more) long response.
• All of these question types are useful for testing knowledge gained from taking a course, as well as testing the level of knowledge prior to a course. In addition, such questions are useful in the course itself as learning checks. The learning check enables the student to determine whether he understands the material. Most companies consider these questions to be adequate learning activities. However, learning activities can be much more. Learning activities that are simulations can involve the student and give him a safe environment in which to practice skills gained through the course. .
• Learning Activities are interactive activities that help to explain concepts and involve the student with hands-on learning. This may include all forms of drag and drop questions (one to one correlation, many to one correlation) as well as interactive ordering of graphics or text, and finally, simulations.

An IDC article and survey, Technology-Based Simulations: Cloning the Work Environment for More Effective Learning, June 2004 by Michael Brennan, states, "By 2008 the use of simulations will quadruple.... Simulations provide a parallel universe in which employees hone their skills... Innovative companies have realized this, and others will follow."

• Simulations are currently the most expensive learning activity. Simulations must be individually designed and programmed. For example, suppose you have a sales course in which you are testing the sales student’s retention of the message that the company wishes to deliver to its customers. You could do a question workshop: several questions that give situations requiring an action in multiple correct or single correct formats. Another, more entertaining, method would be to have the sales person run through a scenario in which he indicates what he would do to sell his product. The learning activity indicates whether the customer would buy this product based on those actions. This feedback could be indicated by a graph indicating customer readiness to buy. It could also be complimented by video, in which the customer appears aggravated when the sales person gives his message incorrectly and pleased when the sales person gives his message correctly.

Online courses are taken privately and at the student’s convenience. If the student requires several attempts with a particular scenario, praise the student for continued effort and eventual competency.