How to Define Formative Evaluation Techniques

Formative evaluation techniques allow you to determine if your training program activities enable participants to achieve the stated learning objectives while the training is in progress. Analyzing formative evaluation results allows you to add or modify program exercises in order to provide remedial instruction or more advanced coursework, depending on the situation. Typical techniques involve running pilot programs for selected students before implementing programs on a large scale and collecting feedback from students during training, not just at the end of training. You can make changes to maximize the experience for everyone involved before the session ends. Defining formative evaluation techniques typically depends on the format of your training course.

Instructions

1. Observe participants during live, face-to-face training sessions. For example, develop a checklist to use during role-playing exercises for a professional skills development workshop, such as improving listening skills. Create a table that lists the behaviors you want to observe. These should reflect achievement of the learning objectives associated with this skill. Rate the student on a scale of 1 to 5, with 1 for "no skills" and 5 for "advanced skills." Repeat this observation for different participants throughout the course. This measurement lets determine if the students are making progress toward mastering the material.

2. Conduct informal focus groups. For example, by talking with participants at the end of each day of a weeklong seminar, you get a sense of their satisfaction with the instructional content and the delivery format. If you find that the topics are too basic, the timing is too short or there are poor environmental factors (room temperature, lighting), then take steps to fix it before the event finishes.

3. Conduct short quizzes at the end of each instructional topic to gauge learner comprehension. For example, require all students using your Web-based training to take a multiple-choice test at the end of every segment before moving on to the next lesson. By requiring mastery of the topics covered, you can be sure students have the skills and knowledge necessary to proceed. If the student fails, it usually indicates the student needs to take the session again. You may also need to revise the training materials to make topics more clear.

4. Start each coaching or mentoring session with a summary of the previous session's materials. Get feedback on how things are going and adjust the current session's activities accordingly. For example, if the student expresses confusion or misunderstanding about a certain topic, review it before continuing with new material.

5. Analyze course materials, such as presentations, case studies, reference guides and other training documents, to determine if the content fully supports students in achieving the learning objectives. Address the gaps that need attention. Revise learning objectives, if necessary, to ensure they are specific, measurable, actionable, realistic and time constrained. Modify the delivery format and associated formative evaluation technique depending on the results.

References

• National Highway Traffic and Safety Administration: National Guidelines for Educating EMS Instructors: Chapter 12: Evaluation Techniques
• SIL International: What Is Formative Evaluation?