IV. Participant will demonstrate knowledge of the components of the TRIM process

TRIM Process - Develop Evaluation Measures

The next step is to develop evaluation strategies and measures to determine, during the course of the training session, whether or not we can comfortably move ahead or whether we need to backtrack and revisit concepts that the participants did not adequately understand. We do not want to find ourselves in the difficult position of discovering at the conclusion of the training session that participants failed to adequately grasp a key concept offered earlier in the training.

When approaching the evaluation phase in the development of a training plan, it is helpful to remember that each training activity (What and How) should be tied to an evaluation measure (How Well). This does not necessarily mean that every activity will have a separate evaluation measure; often two activities will be joined with one evaluation measure to determine if the trainee has completed the activity satisfactorily. By setting the standard that each training activity will be formatively evaluated, we ensure that consideration will be given to how and at what level of intensity we will examine the success of each training activity.

Factors that will impact on the kinds of evaluation strategies we develop include the length and complexity of the training and the people resources available to assist in carrying out the evaluation activities. It is often helpful to think about evaluation strategies on a continuum of complexity. Which types you choose to incorporate will depend on the objective you are attempting to implement.

Measures can be very simple and 'soft' criteria such as:

Checking trainee participation as Yes/No
Checking completion of a task

to more rigorous measures

Score on a terminology checklist = 80%
Correctly identify 9 out of 10 components.

The most difficult to carry out, but most important for skill based objectives, would be evaluation measures of the participant's application of the new 'thing' with students.

Outcome Levels

The type and complexity of evaluation measures that are developed to assess trainee knowledge and performance during the training should be directly related to the expected outcome of the training. That is, evaluation measures for an Awareness Level training would not include measures designed for a Skill Implementation Level training. For example, the trainer would not use performance observations as an evaluation measure when the intended outcome of the training is simply to provide introductory information. When formulating the evaluation measure it is also important to develop the criteria for performance (i.e., score 80% on a quiz, complete 5/6 items on the checklist, get 80% agreement on the video observation).

Types of Evaluation to Use with Different outcome Levels

There are a variety of types of evaluation that can be used to assess trainees during the training session. As stated earlier, types of evaluation should correspond to the intended outcome of the training. Some of these types of evaluation are described below.

For examples of evaluation types, see the Resource Page.

Training Outcome	Measurement/Desctiption	Example Evaluation Statements
Awareness	Participation The trainee simply takes part in an activity. At this participation level the trainer merely wants the trainees to partake in the activity or complete an activity without a specified criteria level.	Participation in the discussion on effective training practices. Participation in the large group brainstorming activity. Completion of the reading on adult learner characteristics.· Completion of the self-reflection activity.
Knowledge	Measures include Participation AND: Test or quiz The trainee completes a test or quiz that covers content. Written Exercise or Study Question The trainee completes a written assignment such as a study question or scenario.	Score 80% on the Recommended Practices Quiz. Completion of the Effective Communication Exercise with 85% accuracy. Score 3/4 on the Study Question. Score 10/12 or 83% on the Adult Learner assignment.
Skill	Measures include Participation, Tests or Quizes, Written Exercise or Study Questions AND: Performance Observation The trainer watches the trainee as they demonstrate a skill. Typically the trainer will use an observation form or checklist to structure the observation. Product Evaluation The trainer, the trainee themselves or a peer evaluates a product developed by the trainee.	Score 85% appropriate cues and consequences on the Group Observation Form. Use 5/6 of the techniques on the Feedback Checklist. Completion of the Environment Rating Scale with 80% accuracy. Completion of a Classroom Action Plan with 100% of the components on the Action Plan Checklist.

Click link to view a Planning Form in Word format with the evaluation column completed. The evaluation examples include a knowledge level evaluation (quiz), a product evaluation and an example of observation of teacher performance during training.

In the Planning form you will note that activity 1.1 and 1.2 are evaluated by a single evaluation strategy. This evaluation format results in feedback to the trainer as to the mastery by the trainees of every activity in the training session.

Evaluation during training need not be an overwhelming task. It is possible to incorporate the evaluation activities into the training session so that trainers have ongoing feedback as to how well the session is going and which of the trainees needs extra attention.

Remember, the goal is that each trainee successfully completes each training objective. The more successful participants are in meeting objectives during training, the greater the likelihood of implementation in the classroom after training.