ASSESSMENT thAT WORKs

The purpose Dr. Donald Kirkpatrick (1924 - 2014) described four purposes for assessment, Reaction, Learning, Behaviour and Results. His 1954 PhD thesis, 1959 articles for the American Society of Training and Development and a book published in 1994 are among the milestones of his lifetime of work on the subject, and like Bloom's work in the same era his targets remain important today. These questions about Kirkpatrick's model show different ways of asking the same question to relate to the different purposes. While it is unlikely that a student at less than certificate 4 would be expected to know this material, the questions are set using his principles to show ways that the same question can be asked for different target audiences. Kirkpatrick's model is often referred to as levels of assessment. In this book, because we are also using levels to describe the level of competence under the AQTF guideline, I have used the word “purpose” to describe Kirkpatrick's terms. Your target Questions 7 and 8 are suitable for Certificate 2 assessments. The student is expected to remember common terms or to match the term with its meaning. At certificate 2 or 3 they would not be expected to remember the exact wording of the definition. They could be expected to remember the simpler descriptions used in the second example in question 8. 1. Name Kirkpatrick's four purposes for assessment You may ask for them in order or be satisfied with a list. · Behaviour · Learning · Reaction · Results 2. Match Kirkpatrick's definition with the purpose: Behaviour The degree to which participants acquire the intended knowledge, skills, attitude, confidence and commitment based on their participation in the training Learning The degree to which participants apply what they learned during training when they are back on the job Reaction The degree to which participants find the training favourable, engaging and relevant to their jobs Results The degree to which targeted outcomes occur as a result of the training and the support and accountability package You may choose to use the formal definition from Kirkpatrick's work, or these simple descriptions Behaviour Can you do it? Learning Do you do it? Reaction Does it make a difference? Results Was it interesting? Question 7 could be suitable for certificate 2 if either the names of the purposes or the definitions are provided. Otherwise it would be at least certificate 3 level. 3. Define Kirkpatrick's four purposes for assessment You may list the name of the purpose or ask them to. The order that they are set out in these questions is not Kirkpatrick's order. This will reduce successful guessing Behaviour The degree to which participants acquire the intended knowledge, skills, attitude, confidence and commitment based on their participation in the training Learning The degree to which participants apply what they learned during training when they are back on the job Reaction The degree to which participants find the training favourable, engaging and relevant to their jobs Results The degree to which targeted outcomes occur as a result of the training and the support and accountability package This asks the student to interpret the definition, which they are expected to remember. A question as complex as this is suitable for Certificate 4 and above. Question 8 could be made less complex if the four purposes were named, for example, if you ask “Which purpose describes each action, Reaction, Learning, Behaviour or Results? The next question matches the certificate level with the description: 4. Which of Kirkpatrick's purposes of assessment match each description or question? You may name the purpose or ask them to. In this example there are more questions than purposes. a) Did the students think the venue was comfortable? b) The students completed a pre-training assessment. c) The students pre-training survey was compared with the after-course assessment d) Did the students think the lesson was relevant to their job? e) Are the skills developed in training being used by the students who do the training? f) Has there been a reduction in costs since the employees were trained? g) Did the students take part in the activities? h) Has the accident rate has reduced since the training? i) Can the students answer questions about the subject? Question 11 allows you to evaluate your assessment against Kirkpatrick's guidance. 5. Which purpose is your assessment question addressing? a) Do you think that Kirkpatrick's model suits your assessment strategy? b) Can you give examples of each of the purposes in the model? c) Will you now set questions that address each purpose? d) Which purpose is most effectively met in your case? Reaction When you design questions to measure audience feedback, avoid creating a smile sheet. I have found these questions a useful way to gain and use participant feedback. What surprising information did you hear for the first time today? This question encourages them to list what they gained from the session. If the answer is “nothing,” accept it and target your material to their needs next time. But I have never had a blank response to that question. This is particularly valuable for refresher training programs. Where the people are attending programs to maintain their competency, the content will include both information they have forgotten and information that has changed since the earlier times they attended. Answers to this question can reassure you that you are providing relevant material. What did we discuss today that you will use first when you go back to work? This doesn't look for information that must be new, just something that was useful. What will you tell your best friend you did today? You will be amazed at the range of answers that you will get to that question.