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Chapter 12: Evaluating Teaching and Learning at a Distance (Evaluation and…

- - - - Likert scales, checklists, and the ability to provide comments help to gauge participants' feelings (Simonson, Smaldino, & Zvacek, 2015).
  - - - Pre- and post-tests may also be used to measure progress and learning (Simonson, Smaldino, & Zvacek, 2015).
  - - - Timing of evaluation used to assess this level is difficult because transfer occurs at different rates for different people (Simonson, Smaldino, & Zvacek, 2015).
  - - - Step 1: Level 4 data is collected to determine whether there is any type of positive change in job performance or educational knowledge (Simonson, Smaldino, & Zvacek, 2015).
      - Step 2: Evaluators take information to identify training that helped make the change in performance. In this step, control groups that received the training or did not receive any training at all can be used (Simonson, Smaldino, & Zvacek, 2015).
      - Step 3: The results of training or education are converted to monetary values. This steps helps confirm whether the results are quantifiable in terms related to the training (Simonson, Smaldino, & Zvacek, 2015).
      - Step 4: The evaluation process itself requires a determination to be made of whether the total cost of training including the trainer, equipment, facility costs, and materials utilized (Simonson, Smaldino, & Zvacek, 2015).
      - Step 5: Return on investment (ROI) is determined by comparing the monetary amount to the benefits received from the training (Simonson, Smaldino, & Zvacek, 2015).
- - - - Sources such as interviews with learners, grades, and mail surveys provide information to measure course outcomes (Simonson, Smaldino, & Zvacek, 2015).