COMDTINST 1550.23
JUL 28 1998
(e)
Anonymous or signature optional surveys can help ensure response accuracy.
out responses.
(f)
Develop reasonable standards for course evaluations and measure the results
against those standards.
(g)
Appropriately use and communicate the evaluation results. Establish a
distribution process that disseminates the information to everyone that needs it
and provides suitable confidentiality.
(2)
Level 2 ("Learning") - determining the extent to which training changed attitudes,
increased knowledge, and improved skills. Training Providers are responsible for
designing and administering level 2 surveys IAW the following guidelines:
(a)
Measure before and after training. Comparing students' pre-course status to
post course knowledge, skill and attitude data helps shape course content and
structure. For example, if a significant number of trainees already have the
required skills and knowledge prior to the course, then terminal performance
objectives (TPOs) may need to be revised.
(b)
Use criterion reference standards (measured against a standard) versus norm
reference standards (measured against the rest of the trainees). The standards
should be based on the actual knowledge, skill and attitude for successful job
performance.
(c)
Ensure TPOs are used as the basis for evaluation questions. successful job
performance.
(d)
Use performance based testing where applicable.
(e)
Use and communicate the results appropriately.
2.
External Evaluations
(1)
The level 3 instrument is an indicator or "dashboard gauge" to help identify areas
requiring more in-depth analysis of the transfer of training to behavior. Unlike level
2, level 3 does not simply indicate Training Provider success. Level 3 may identify
constraints and barriers to training transfer that occur after Training Providers have
delivered the desired training. Level 3 instruments develop data for the following
questions:
(a)
Is the task, for which training was provided, performed on the job?
(b)
How confident are trainees in their ability to perform the tasks?
(c)
How often do the trainees perform the trained for tasks?
(d)
Could on-the-job training meet the needs of the trainee or is formal training
required?
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