Are you considering a transition to instructional design from teaching? You’re not alone, and you’re not starting from scratch. In fact, many of the skills you’ve honed as a teacher can be directly applied to instructional design. One such skill is the evaluation of learning effectiveness, often done through models like the Kirkpatrick Model of Evaluation. This guide will help you understand how to apply this model in your new role as you transition to instructional design.
Understanding the Kirkpatrick Model
The Kirkpatrick Model includes four levels of evaluation, often referred to as ‘Kirkpatrick’s levels’ or the ‘four levels.’ These levels are:
- Reaction: Measures the participants’ reaction to the learning experience. It’s about how satisfying, engaging, and relevant they find the experience.
- Learning: Assesses whether participants have learned anything from the training. This could be measured through quizzes, exams, or practical demonstrations.
- Behavior: Looks at whether the training has changed participants’ behavior on the job. This is where we start to see if the training is really making a difference.
- Results: Measures the overall impact of the training on the organization. This could be in terms of sales, customer satisfaction ratings, or return on investment.
The Kirkpatrick Model from a Teacher’s Perspective
As a teacher, you’ve likely been using a form of the Kirkpatrick Model in your classroom without even realizing it. Let’s see how each level might align with common teaching practices:
- Reaction: Student Feedback: Just as trainers seek feedback from participants, teachers often gauge students’ reactions to lessons. This could be through verbal feedback, observing body language, or formal feedback forms.
- Learning: Assessments and Tests: Teachers regularly assess whether students have learned the material, similar to Level 2 of the Kirkpatrick Model. This could be through quizzes, tests, or practical assignments.
- Behavior: Classroom Participation and Homework: Teachers observe whether students apply what they’ve learned, both in class and in their homework. This is akin to Level 3 of the Kirkpatrick Model.
- Results: Overall Student Progress: Finally, teachers look at the overall progress of their students, similar to Level 4 of the Kirkpatrick Model. This could be in terms of grades, improvement in skills, or behavioral changes.
In essence, the Kirkpatrick Model isn’t far removed from what many teachers are already doing. By formally recognizing these levels of evaluation, teachers can become more intentional and effective in their assessments.
You’re Already on Your Way
As a teacher transitioning into instructional design, you’re not starting from scratch. You already have a solid foundation in evaluating learning effectiveness. The key is to understand how to apply and adapt these skills to a new context. You’re not just a teacher moving into a new field; you’re an experienced evaluator of learning, ready to make a significant impact in instructional design.
For further reading, consider these resources:
- Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
- Bates, R. (2004). A critical analysis of evaluation practice: the Kirkpatrick model and the principle of beneficence. Evaluation and Program Planning, 27(3), 341-347.
