Study title: Revisiting Kirkpatrick’s model – an evaluation of an academic training course
Authors: P. Rajeev*, M. S. Madan and K. Jayarajan
The Purpose of this study is to analyze the theories of training evaluation in general and illustrating a case study of training evaluation of the academic training courses.
The Model of evaluation used was “Kirkpatrick like model” basically Kirkpatrick model is a four level evaluation model which review the following components: Reaction, learning, behavior and results, however in the case study the author used a modified version of Kirkpatrick model which is a four-stage evaluation model to evaluate the training program which are as the following: training orientation and pre-training evaluation, concurrent evaluation and post-training evaluation and Knowledge gain.
Clear information around what is being evaluated:
Among other programmes, training courses are organized presently at the Institute in the field of bioinformatics and biotechnology and biochemistry. The trainees are postgraduate students in life sciences and the objective of the course is to impart knowledge on concepts and methods in these fields and impart skills in using various scientific tools. The curriculum involves hands-on training on skills related to analytical techniques in biochemistry like GLC, GCMS, HPLC, etc., isolation of proteins, enzymes, DNA, RNA, plant tissue culture and micropropagation, DNA Markers, preparation of molecular maps and molecular approaches in the detection and isolation of plant pathogens. The course duration is 30 days and trainees are selected based on acceptable standards of their performance in the regular courses they do in order to ensure homogeneity as far as possible.
Tool used at each evaluation stages/levels and why the specific tool is used:
Training orientation session:
Open discussion was used to find out trainee expectations from the training program.
Pre-training session:
a comprehensive, quiz type knowledge test is administered to assess the initial level of knowledge.
Concurrent evaluation session:
Performance-oriented tests are given to reflect on performance, soft skills
and measuring the knowledge as well as skills (behavioral component).
Post-training session/knowledge gain:
The knowledge test, similar to the one given during the pre-training session is repeated with the purpose of measuring the knowledge gain.
Result at each stage/level:
Pre-training session:
The mean pre-training knowledge test score was as low as 8.67 out of 25.
Concurrent evaluation session:
Performance test result was 11.78, out of a maximum possible score of 20
Post-training session/knowledge gain:
After completing the training the test result of the same pretest was raised to 17.45
Authors: P. Rajeev*, M. S. Madan and K. Jayarajan
The Purpose of this study is to analyze the theories of training evaluation in general and illustrating a case study of training evaluation of the academic training courses.
The Model of evaluation used was “Kirkpatrick like model” basically Kirkpatrick model is a four level evaluation model which review the following components: Reaction, learning, behavior and results, however in the case study the author used a modified version of Kirkpatrick model which is a four-stage evaluation model to evaluate the training program which are as the following: training orientation and pre-training evaluation, concurrent evaluation and post-training evaluation and Knowledge gain.
Clear information around what is being evaluated:
Among other programmes, training courses are organized presently at the Institute in the field of bioinformatics and biotechnology and biochemistry. The trainees are postgraduate students in life sciences and the objective of the course is to impart knowledge on concepts and methods in these fields and impart skills in using various scientific tools. The curriculum involves hands-on training on skills related to analytical techniques in biochemistry like GLC, GCMS, HPLC, etc., isolation of proteins, enzymes, DNA, RNA, plant tissue culture and micropropagation, DNA Markers, preparation of molecular maps and molecular approaches in the detection and isolation of plant pathogens. The course duration is 30 days and trainees are selected based on acceptable standards of their performance in the regular courses they do in order to ensure homogeneity as far as possible.
Tool used at each evaluation stages/levels and why the specific tool is used:
Training orientation session:
Open discussion was used to find out trainee expectations from the training program.
Pre-training session:
a comprehensive, quiz type knowledge test is administered to assess the initial level of knowledge.
Concurrent evaluation session:
Performance-oriented tests are given to reflect on performance, soft skills
and measuring the knowledge as well as skills (behavioral component).
Post-training session/knowledge gain:
The knowledge test, similar to the one given during the pre-training session is repeated with the purpose of measuring the knowledge gain.
Result at each stage/level:
Pre-training session:
The mean pre-training knowledge test score was as low as 8.67 out of 25.
Concurrent evaluation session:
Performance test result was 11.78, out of a maximum possible score of 20
Post-training session/knowledge gain:
After completing the training the test result of the same pretest was raised to 17.45
study reviewed by Azeer & Abdullah
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