1. Instructional Design and Content Development Workshop
Evaluating Learning Effectiveness

2. Topics Define a program of evaluation Evaluation in learning
Outline major reasons to conduct a program evaluation
Why conduct an evaluation?
General evaluation models.
Who is Kirkpatrick?
Kirkpatrick’s four level learning evaluation model
Write questions for each level to assess and evaluate the developed course.

3. What is an evaluation?
Evaluation is a systematic method for collecting, analyzing, and using information to answer basic questions about a program. Evaluation is valuable for strengthen the quality of the program and improve outcomes for the learners. Evaluation answers basic questions about a program’s effectiveness, and evaluation data can be used to improve program services.

4. Evaluation In Learning
Evaluation means assessing the effectiveness and possible improvement of a course.
Evaluation is part of any instructional design model.
Evaluation provides review checkpoints for each phase of ADDIE that allow the instructor to evaluate the work that has been produced.
Without completing this portion of ADDIE model, the e-course is incomplete because the course cannot be redesigned and improved without EVALUATION is implemented.

5. MAJOR REASONS TO CONDUCT AN EVALUATION
Evaluation finds out “what works” and “what does not work.” Evaluation showcases the effectiveness of a program to the community. Evaluation improves staff’s practice with participants. Evaluation increases transfer of learning to behavior/performance in order to maximize program results. Evaluation increases a program’s capacity to conduct a critical self assessment and plan for the future. Evaluation builds knowledge for the out-of-campus time field.
Evaluation finds out “what works” and “what does not work.” A process or outcome evaluation enables to answer basic questions about a program’s effectiveness, including:
Are participants benefiting from program services?
Do instructors have the necessary skills and training to deliver services?
Are participants satisfied with the program?
Are some sub-groups benefiting, but not others?
Knowing “what works” helps to focus resources on the essential components of the program that benefit participants.
Knowing “what does not work” allows to improve and strengthen the service delivery models. Not knowing what is working may waste valuable time and resources.

6. Why conduct an evaluation?
The ADDIE model stresses the concept that good training programs require planning, review, and revision.
The evaluation phase focuses on gabs to mend them.
Increase transfer of learning in order to maximize learning / e-content results.
The evaluation phase measures the course's efficiency and locates opportunities to improve learners' performance.

7. Benefits of Evaluation
Effectiveness: It shows the progress made toward program goals and objectives.
Best Practices: It provides the ability to determine what program approaches are most effective.
Improvement: It provides ongoing assessment of program design and implementation to identify areas of improvement.
Impact: It demonstrates economic or human impact.
Accountability: It provides the base for interpreting an organization or programs’ worth to its stakeholders.
Promotion & Advocacy: It informs policymakers about programs successes.
Appraisal & Coordination: It gives managers the performance information to make better operational decisions.

8. General Evaluation Models
There are a lot of models clarifying the evaluation process and determining the information needs of the intended audiences of the evaluation, these models such as:
Tyler’s early conception of assessing attainment of program objectives.
Decision-Making Evaluation Approaches.
Naturalistic Evaluation Approaches
Kirkpatrick’s Four Levels for evaluating program effectiveness; which suggests the most appropriate evaluation methodology to be used.

9. Who is Kirkpatrick?
Donald Kirkpartick is Professor of the University of Wisconsin in the USA and a past president of the American Society for Training and Development.
He has developed a very popular evaluation model that has been used by the training/learning community.
He focused on measuring four kinds of outcomes that should result from a highly effective training program.

10. Kirkpatrick’s four levels of evaluating learning
Kirkpatrick’s model includes four levels or steps of outcome evaluation:
Learning
Reaction
Results
Behavior

11. Level one - Evaluate Learner Reaction
How well did the learners like the learning process?
The goal is find out the reaction of the learners to the instructor, course and learning environment.
The purpose is not to measure what the learners has learned, but whether the delivery method was effective and appreciated.
This type of evaluation can be incorporated at the end of the instruction and can be delivered online.

12. Level one - Evaluate Learner Reaction
General questions can include the following:
Did the instructor attend the sessions on time?
Did the instructor respond to learners’ comments and questions?
Did the instructor deliver the information clearly and smoothly?
Were there distraction?
Did the learners feel comfortable in the surroundings?
E-content questions can include the following:
Level of appeal of the instruction.
The ease of navigation and use of tools.
The ability of the course to motivate and retain interest.
The amount of interactive exercises.
The relevance of the objectives.
Quality and relevance of multimedia.

13. Level two - Evaluate Learning
What did learners learn? (the extent to which they gain knowledge, skills and attitude)
The goal is measuring learning results.
In other words: did the learners learn what intended to be taught?

14. Level two - Evaluate Learning
Measurement methods of level two include:
Formal and informal testing.
Self assessments at the beginning (pre-test) and end (post-test) for learners.
Interviews, observation and feedback.
Product Assessment. Creation of a project as an authentic assessment to showcase the knowledge and talents.
This form of assessment evaluates whether the learner can apply the learned skills or concepts in a concrete fashion.

15. Level three - Evaluate Performance
What changes in performance resulted from the learning process?
To what degree participants apply what they learned during training when they are back on the job.
The goal is measuring “what happens when learners leave the classroom and return to their daily lives/job.
Did the learners put their learning into effect when back on the job/live?
Would the learners be able to transfer their learning to another person?
How much transfer of learning occurs?
It is the most obvious sign to evaluate the training program’s effectiveness.

16. Level three - Evaluate Performance
Measurement methods of level two include:
Allow time for a change in behavior to take place
Testing
Observation, interview and survey.
The learner interactions on the job.
Evaluate both before and after the program if that is practical

17. Level four - Evaluate Results
What are the tangible results of the learning process in terms improved quality, increased production, efficiency, etc.?
To what degree targeted outcomes occur as a result of learning event(s) and subsequent reinforcement
The goal is to find out if the training program led to final results, especially business or environment results
Level four outcomes include the major results that contribute to the well functioning of an organization.
Level four outcomes Improve quality of work, increase productivity and profits.
Across an entire organization it becomes more challenging and affect organizational and business performance, which cloud the true cause of good or poor results.

18. Level four - Evaluate Results
Measurement methods of level four include:
Methods of Measuring Learning Outcomes Grid
How colleges and universities can measure and report on the knowledge and abilities their students have acquired during their college years is an issue of growing interest.
grid.doc
Course-embedded assessment/Assurance of Learning Standards.

19. To Sum Up

20. Checklist for effective questions
Do Not Do
Use complex phrases
Give clear instructions
Frame questions in the negative
Keep questions structure simple
Use abbreviations, contractions or symbols
Ask one question at a time
Mix different words for the same concept
Maintain a parallel structure for all questions
Use “loaded” words or phrases
Define terms before asking the question
Combine multiple response dimensions in the same question
Be explicit about the period of time being referenced by the question
Give the impression that you are expecting a certain response
Provide a list of acceptable responses to closed questions
Bounce around between topics or time periods
Ensure that response categories are both exhaustive and mutually exclusive
Insert unnecessary graphics or mix many font styles and sizes
Label response categories with words rather than numbers
Forget to provide instructions for returning the completed survey
Ask for number of occurrences, rather than providing response
Save personal and demographic questions for the end of the survey

21. Activity
Based on your study of Kirkpatrick's model of learning / training programs evaluation, apply this model to evaluate your course using the 4 levels of Kirkpatrick's model.
Write questions that explores the items within each level and describe how you will collect information from participants

22. ONLINE DETAILED COURSE MANUAL

23. Thanks for Attending