Evaluation is an integral part in the instructional design process. The purpose of evaluation post instruction is to allow for feedback for improvement. Forming and utilizing an effective evaluation approach allows for continuous improvement in training system quality. Evaluations are set in place to help determine the value of the learning program. By using assessment and validation tools, data is provided to help in the evaluative process. Overall, the purposes of the evaluation level of ADDIE is as follows:
1. Feedback
2. Control
3. Research
4. Intervention
5. Power Games
Feedback revolves around how one linked the learning materials and course content to the objectives set forth at the beginning.
Control and Research are the processes of making connections with real world aspects with the material you learned from the training program.
Intervention is when the results from the evaluative process influence change in the course program or its delivery.
Lastly, power games, which are not always prevalent, are an area of manipulation. This is a part of evaluation where the results are skewed to react with organizational politics.
The steps to evaluation include:
1. plan the evaluation
2. determine the evaluation design
3. develop the instruments
4. collect data
5. analyze the data
6. report the findings
While evaluation seems overarching as one principle, there are three types of evaluation. Formative evaluation, Summative evaluation and confirmative evaluation.
Formative evaluation is where there is continuous evaluation throughout the content. One example would be to have checkpoints throughout a training program that change the course of the learner based on responses provided to questions.
Summative evaluation is a knowledge understanding check at the end of a training program that evaluates the learner. Think of the prefix of the word, sum-, and being a total understanding. One example of summative would be a test at the end of a training course to check for understanding.
Lastly, Confirmative is when a period of time lapses between the end of a training program and when the evaluation is taken. An example is when the learner is retested 6 months after the training to check that learning has occurred and was retained from the course work.
Watch this YouTube video for further understanding of Evaluation types.
Questions:
1. When was a time that you had to evaluate instruction and how did you do so?
2. How would you apply the 3 types of evaluation to your Instructional Design Project?
3. What is your feeling on Power Games? Do you think evaluation measurements should be changed based on organizational politics?
4. Evaluation has to do with Kirkpatrick's 4 Levels including Reaction, Learning, Behavior, and Results. Which levels match with the types of evaluation(formative, summative, confirmative)?
References
Bramley, P. & Newby, A. C. (1984). The Evaluation Of Training Part I: Clarifying The Concept. Journal of European
& Industrial Training, 8,6, 10-16.
Foxon, M. (1989). Evaluation of training and development programs: A review of the literature. Australian Journal of
http://www.learningsolutionsmag.com/articles/530/
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