 |
|
|
|
      |
|
|
|
| NMC Learning Object Initiative |
|
|
Approaches to Evaluation of Training: Theory & Practice Deniz Eseryel In this article, Eseryel focuses on the evaluation of training programs from a broad, organizational perspective. She lists several barriers to successful and thorough implementation of evaluation: costs, time and commitment, lack of expertise, blind trust in training solutions, and lack of methods and tools. After listing six general approaches to evaluation, she continues with the pros and cons of systems-based and goals-based approaches to evaluation of training. A table relates the levels of evaluation to the various evaluation models. Citing several US and European studies, Eseryel notes a lack of systematic, thorough, and consistent application of evaluation models to look at the effectiveness of instructional interventions. The author makes the case that automated expert systems could be applied to the creation of instructional evaluations. Automation might include not only the planning process but the data collection process as well. After receiving input from the evaluator, the expert system could guide the expert through the purpose of the evaluation, type of objectives, level of evaluation, type of instructional objectives, type of instructional delivery, and size and type of participant groups. Eseryel notes that in such a system it will be important to tag evaluation data, individual performance data, and revision items to learning objects in a training program to realize an effective expert evaluation system. In other words, course design, learning objects, and evaluation design and processes should be fully integrated to properly measure training or learning effectiveness. For the full text, see http://ifets.ieee.org/periodical/vol_2_2002/eseryel.pdf |