“The reason for evaluating is to determine the effectiveness of a training program” (Kirkpatrick).

Overview

Kirkpatrick’s model focuses on the four levels of evaluation.

1. Reaction: The reaction level allows time for students to assess their attitudes and reactions toward their experience through anonymous questionnaires.
2. Learning: During the learning level, the instructor determines what has been learned by the students and if they will retain it.
3. Behavior: The behavior level is where instructors set times in the future to observe if students are using the skills, knowledge, and attitudes they gained from the lesson.
4. Results: Finally, during the results stage, the instructor looks to see if the instruction leads to any “final results” such as high scores on a test or state/district assessment.

Each level allows time to observe the students and identify the positives and negatives of each step, look at the student’s outcomes, and understand what/why the students did what they did.

Strategies and Tools

Level 1: Reaction

• Interviews
• Online assessments that can be graded by evaluators
• Printed or oral reports provided by evaluators
• Exit slips
• Peer reviews

Level 2: Learning

• Exams, interviews, or assessments prior to and immediately after the training
• Observations by peers and instructors
• A distinct clear scoring process

Level 3: Transfer

• Surveys and close observations
• Asking, “were the learned knowledge and gained skills used?”
• Self-assessment can be handy, but only with an extensively designed set of guidelines

Level 4: Results

• Use a control group
• Allow enough time to measure/evaluate
• No final results can be found unless a positive change takes place

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