Evaluation of Training (Part 2 of 4)
By Vincent Ting

In the previous article, we talked about level one of training evaluation, which is also known as evaluation of reaction. In this article we will discuss level two, which is evaluation of learning.

In evaluation of learning, we want to measure the amount of learning that has taken place during the training program. All training programs will have specific learning objectives, which is what the trainer hopes to achieved after completion of the training program. These clear learning outcomes can include changes in knowledge (What are the key differences between Windows 95 and Windows XP?), skills (Can the participants assemble a working computer from various computer parts?) or attitude (Have the participants’ attitude toward computer improve?) Some training programs will emphasize knowledge, some will emphasize skills and some will emphasize attitudes and others could emphasize multiple learning outcomes. Level two evaluations should focus on measuring what was covered in the training program.

Level two evaluations should be done immediately after the training program to determine if the participants have learnt anything in terms of knowledge, skills or attitude. A common challenge faced by most training practitioners is how the measurement should be conducted.

Among the three, knowledge is the most straightforward in terms of measurement. A typical way of doing it would be to conduct a post-training assessment based on the content that was delivered during the training program. This assessment will measure how much the participants know after the training. However, this method is not very reliable because it doesn’t take into account that some participants may know more than others. Therefore, to ensure an accurate measure of knowledge gained, we would need to also conduct a pre-training assessment. The questions in the pre-training assessment are the same as the questions in the post-training assessment. The measurement is done by from taking the difference in the number of correct answers divided by total questions multiplied by 100 to give you a percentage. Based on this, you can get an average percentage of knowledge gained for all the participants.

Measurement of skill learnt would require the participant to engage in a physical response during the level 2 evaluation; therefore what we call a performance test is used. A performance test is just a test that requires the participant to demonstrate a process of creating a product. The objective is to determine whether each person can perform the skills they have been taught in the training program. For example, if the learning objective was to learn to make powerful presentations, then the participants would need to be evaluated on the actual presentations given to the group. And if the learning objective was to learn to fry fried rice, a performance test would be required to determine whether the participants can fry rice.

Last but not least, attitudes are measured by questionnaires that gauge the participants’ ratings to various items. The usual ratings are Strongly Agree, Agree, Disagree or Strongly Disagree, and as you can see this is similar to the level 1 evaluation. This questionnaire should also include some open-ended questions to get the participants’ feedback and allow them to answer in their own words.

As is the current situation in most organizations, the chosen measurement is usually the one that is cost-effective and practical to use in organizations that conduct training. At the very least, some data is better than no data.

Having said that, here are a few advantages of using level 2 evaluation:

Last updated - 1 June 2006