Group items tagged

More in-depth discussion of when and how to conduct a Level 3 Evaluation. The author also discusses some opportunities and pitfalls that can result from performing a Level 3 Evaluation, which should be considered before starting one.

Good overview of level 3 evaluations. Also, has links to level 1 and level 2 posts that are helpful.

This article, written by Jim Kirkpatrick (son of Donald Kirkpatrick), offers a modern-day look at the 'reaction sheets' used to evaluation customer or learner satisfaction. He offers insight on trainer vs. learner-centered reaction sheets in order to improve learner experiences.

Differentiates "learner centered" vs" trainer centered" evaluation questions

"The Evaluation Effectiveness of Training Courses in University by Kirkpatrick Model (Case Study: Islamshahr University) "

From the Kirkpatrick Partners website, guest author Ken Phillips describes 8 tips for developing more effective Level 1 evaluation forms ("reaction sheets"). He focuses on learner-centered, quantifiable evaluations that allow the evaluator to create effective questions.

This overview of the training evaluation process is of particular value due to its exploration of the limitations of training evaluation (including Level 4 evaluation)

Take a look inside the Kirkpatrick book on the levels of evaluating training programs!

An article by Roger Kaufman who proposed an expanded view of Kirkpatrick's model to include evaluation at the organizational level. His proposal is then later termed as Kaufman's 5 levels of evaluation.

Don andJames Kirkpatrick's book assessing evaluations

This website is a great resource for many aspects of instructional design. This specific page offers an overview of the four-level evaluation model, as well as a more modern approach to the traditional model.

This article explores some of the practicalities of operationalizing level 4 evaluation, including evaluating feasibility (time, costs), design, and data analysis.

Some further reading on using Kirkpatrick's four levels in the classroom. The University of California also provides a breakdown of the four levels and specific examples.

This is an article written by three faculty members from the school of pharmacy assessing the outcome of an IPPE course by Kirkpatrick's 4 levels of evaluation. This gives us an example on how to apply these principles of evaluation in assessing pharmacy education.

This article gives a good overview of the Four Levels of Evaluation by its creator himself, Donald Kirkpatrick, and explains how they are interrelated. One of the most interesting points is that he stipulates here and explains why he does NOT consider Level Four evaluation to be more important than other levels--which is an accusation that has been levied at his model by some critics.

This article debunks some myths about the Kirkpatrick model and discusses evaluation tools/techniques that can be used to help operationalize evaluations including Level Four evaluations. The article discusses how the Kirkpatrick model is applicable to training in this day and age.

Brief and concise overview of the different Kirkpatrick evaluation levels.

The Kirkpatrick partners provide resources for understanding the components of the Kirkpatrick's four level evaluation model.

This website does a great job of explaining the Kirkpatrick's four level evaluation model, in an easy to understand language.

The original four levels of training evaluation created by Dr. Don Kirkpatrick in the 1950s have been clarified with the New World Kirkpatrick Model. Below is an outline of the updated Kirkpatrick Model of training evaluation with the original definitions and new explanations.

Dr. Stephen Chew is a professor and chair of psychology at Samford University in Birmingham, AL. He is a cognitive psychologist with interests in teaching strategies, formative assessment, and cognition & instruction. I have included brief descriptions of his video series below: Video series: "How to study long and hard and still fail… or how to get the most out of studying" Video #1: "Beliefs that make you stupid" 1. Learning is fast. 2. Learning isolated facts (note cards). 3. Fixed mindset. 4. Good at multi-tasking (while studying, i.e. texting, computer breaks, games, etc.) Video #2: Examined a study looking at "levels of processing." Study examines shallow v. deep processing, intent v. incidential exposure, and strict memorization. Group with deep processing (regardless of intent v. incidential) had the highest recall. Shallow = memorization. Deep = understanding, comprehending, applying, visualizing Video #3: Four ideas to achieve deep processing: elaboration (how does this relate?), distinction (how is this similar/different?), personal (how does this relate to experience?), appropriate retrieval and application (how am I expected to use or apply this concept?). Extent of use of each principle depends on professor style! Video #4: Study strategies: Ask questions! (facts [ok], relationships, compare/contrast, apply in new situation, apply to personal experience, etc.). Concept maps (visual learners?), Retrieve info in way teach expects (2 parts: recall without notes, use information). Also discusses note-taking, good highlighting. Video #5: Don't panic/deny failure. Evaluate exam preparation (lecture, required readings, study technique, etc.), review exam with professor, review notes!, talk with professor, develop revised study plan.