Kirkpatrick Model: Summative Evaluation

The Kirkpatrick Model (Summative Evaluation)

In his 1975 book Evaluating Training Programs, Donald Kirkpatrick outlined a four-level model of evaluation that here is addressed in the context of e-learning, e-training, or blended instruction. Kirkpatrick's four levels are:

• Level One: Reaction
• Level Two: Learning
• Level Three: Behavior
• Level Four: Results

Level One: Learner's' Reaction

Learners are asked to evaluate the learning/training after completion. This type of evaluation is inexpensive and timely since it can be incorporated at the end of the instruction and can be delivered online. Questions can include the following:

• Level of appeal of the instruction.
• The relevance of the objectives.
• The ability of the course to motivate and retain interest.
• The amount and appropriateness of interactive exercises.
• >The ease of navigation and use of tools.
• Quality and relevance of multimedia.
• The value and immediate applicability perceived by the learner.

Level Two: Learning Results

Level Two in the Kirkpatrick model measures learning results. In other words, did the students actually learn the knowledge, skills, and attitudes the program was supposed to teach? To show achievement, have students complete a pre-test and post-test. Questions must be written to the learning objectives. By summarizing the scores of all students, trainers can accurately see the impact that the training intervention had. This type of evaluation is not as widely conducted as Level One, but is still very common.

• Develop pre-test and post test based on the objective of the instruction
• Administer the pre-test prior to any instruction so it can be used as a benchmark
• Administer the post-test after concluding the instruction
• Compare the results

Level Three: Behavior in the Workplace

Students typically score well on post-tests given that the test is provided immediately after the instruction ends. The real measures of whether the learner was changed by the new knowledge or skills are better seen on the job. Level Three evaluations attempt to determine whether or not students' behaviors actually changed as a result of the instruction.

To insure that the instruction had lasting effect and that learners had time and opportunity to implement new skills, this measurement should be conducted three to six months after the instruction ended. Observations and behavioral scorecards (surveys) can be used including:

• Observations
• Behavioral sore cards / surveys by
• The learner
• The learner's supervisors
• The learner's direct reports
• The learner's customers or others the learner interacts with on the job

Level Four: Business Results

Unlike situation in a lab, in many reals world of business it is difficult to have a control group to compare against. Businesses are not going to deny training to a group just so they can measure the results of training, for example. Even if they were willing to do so, as the instruction proceeds and employees interact in the workplace some knowledge of the instruction might reach the members of the control group. Therefore, we must assume having a control group is not possible. However, there are other ways of capturing data that will help document the impact of the instruction. For example:

• Measuring outcomes:
  • sales volumes
  • customer retention
  • customer support
  • time for task completion
  • defect reduction
  • ROI

The above will vary widely depending on the business and product or service provided.

Kirkpatrick Model Summary Chart:

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