Evaluation: Perbedaan revisi
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===Levels of evaluation=== | ===Levels of evaluation=== | ||
====Level 1 – Reaction==== | ====Level 1 – Reaction==== | ||
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** Participants haven’t had much time to reflect before giving their feedback. | ** Participants haven’t had much time to reflect before giving their feedback. | ||
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'''Tools''' | '''Tools''' | ||
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*Numbers/scale/smiley faces to rate experience | *Numbers/scale/smiley faces to rate experience | ||
*Words to classify training | *Words to classify training | ||
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*Open questions | *Open questions | ||
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'''How to get a response?''' | '''How to get a response?''' | ||
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*Allow enough time. | *Allow enough time. | ||
*Don’t give it to them at the very end, instead give it just a bit before the end. | *Don’t give it to them at the very end, instead give it just a bit before the end. | ||
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*Give more opportunities to give feedback throughout the course | *Give more opportunities to give feedback throughout the course | ||
| − | ====Level 2 – Learning==== | + | ====Level 2 – Learning==== <!--T:6--> |
How well have people learned what they were meant to learn? Look at the objectives of the course and see if these were met (Remember that the objectives should be specific and measureable) | How well have people learned what they were meant to learn? Look at the objectives of the course and see if these were met (Remember that the objectives should be specific and measureable) | ||
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'''Measuring what people have learned ''' | '''Measuring what people have learned ''' | ||
*Tests – written, on-line | *Tests – written, on-line | ||
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*Feedback forms | *Feedback forms | ||
| − | ====Level 3 – Behaviour==== | + | ====Level 3 – Behaviour==== <!--T:8--> |
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This level determines to what extent the learning has been transferred back to the workplace. Important level – shows if people are applying what they have learned. But they need to be able to apply the learning immediately they get back to their workplace. | This level determines to what extent the learning has been transferred back to the workplace. Important level – shows if people are applying what they have learned. But they need to be able to apply the learning immediately they get back to their workplace. | ||
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'''Methods for assessing''' | '''Methods for assessing''' | ||
*Interviews with participants and colleagues | *Interviews with participants and colleagues | ||
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*Outputs from workplace | *Outputs from workplace | ||
| − | ====Level 4 – Results==== | + | ====Level 4 – Results==== <!--T:11--> |
Measuring the impact of the training – cost benefit. Return to the objectives to the measurable impact (return on investment) | Measuring the impact of the training – cost benefit. Return to the objectives to the measurable impact (return on investment) | ||
*Increased laboratory samples | *Increased laboratory samples | ||
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*Less waste | *Less waste | ||
| − | ====When to use these levels of evaluation? ==== | + | ====When to use these levels of evaluation? ==== <!--T:12--> |
*Depends on who needs to see the results and why you are evaluating | *Depends on who needs to see the results and why you are evaluating | ||
*Think about the evaluation from the beginning of the course – when you are writing the objectives | *Think about the evaluation from the beginning of the course – when you are writing the objectives | ||
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Revisi terkini pada 18 Februari 2014 13.17
Daftar isi
21. Evaluation
Levels of evaluation
Level 1 – Reaction
- What did the participants think of the training?
- Feedback forms – content of course, level, delivery skills of trainers, outcomes for the participants
- Measure how people feel at the end of a course – emotional response.
- Enjoyment = higher marks
- Challenging or dull = lower marks
- Distributed at the end of course and people may not feel like filling in a form
- People don’t know what else could or should have been included in the course.
- Participants haven’t had much time to reflect before giving their feedback.
Tools
- Numbers/scale/smiley faces to rate experience
- Words to classify training
- Scale of agreement
- Open questions
How to get a response?
- Allow enough time.
- Don’t give it to them at the very end, instead give it just a bit before the end.
- Value the comments and feedback and how you’ll use it
- Give more opportunities to give feedback throughout the course
Level 2 – Learning
How well have people learned what they were meant to learn? Look at the objectives of the course and see if these were met (Remember that the objectives should be specific and measureable)
Measuring what people have learned
- Tests – written, on-line
- Practical demonstrations
- Case studies
- Simulations or role plays
- Self-assessment
- Questionnaires
- Interviews
- On the job observation
- Feedback forms
Level 3 – Behaviour
This level determines to what extent the learning has been transferred back to the workplace. Important level – shows if people are applying what they have learned. But they need to be able to apply the learning immediately they get back to their workplace.
Methods for assessing
- Interviews with participants and colleagues
- Focus group discussions
- Observation or supervision
- Questionnaires
- Feedback forms from colleagues and clients
- Outputs from workplace
Level 4 – Results
Measuring the impact of the training – cost benefit. Return to the objectives to the measurable impact (return on investment)
- Increased laboratory samples
- Better targeted treatments
- Reduced staff turnover
- Saving time
- Higher quality of work outputs
- Less waste
When to use these levels of evaluation?
- Depends on who needs to see the results and why you are evaluating
- Think about the evaluation from the beginning of the course – when you are writing the objectives