Teaching Effectiveness: The relationship between reaction and learning evaluation criteria

Arthur, Winfred; Tubré, Travis; Paul, Don S.; Edens, Pamela S.

doi:10.1080/0144341032000060110

Cited by 54 publications

(52 citation statements)

References 26 publications

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“…Arthur et al (2003b) applied the four level model to evaluation of teaching effectiveness in Higher Education, but only used the criteria for levels one and two (reaction and learning), which are very similar across all training or educational settings. Applying the other two criteria (behavior and results) to Higher Education requires some adaptation of the model to the specific context and purposes of colleges and universities.…”

Section: Overview Of Proposed Approach To Assessmentmentioning

confidence: 99%

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Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education

2010

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Assessment of educational effectiveness provides vitally important feedback to Institutions of Higher Education. It also provides important information to external stakeholders, such as prospective students, parents, governmental and local regulatory entities, professional and regional accrediting organizations, and representatives of the workforce. However, selecting appropriate indicators of educational effectiveness of programs and institutions is a difficult task, especially when criteria of effectiveness are not well defined. This article proposes a comprehensive and systematic approach to aligning criteria for educational effectiveness with specific indicators of achievement of these criteria by adapting a popular organizational training evaluation framework, the Kirkpatrick's four level model of training criteria (Kirkpatrick 1959;1976;1996), to assessment in Higher Education. The four level model consists of reaction, learning, behavior and results criteria. Adaptation of this model to Higher Education helps to clarify the criteria and create plans for assessment of educational outcomes in which specific instruments and indicators are linked to corresponding criteria. This provides a rich context for understanding the role of various indicators in the overall mosaic of assessment. It also provides Institutions of Higher Education rich and multilevel feedback regarding the effectiveness of their effort to serve their multiple stakeholders. The importance of such feedback is contextualized both in the reality of stakeholder pressures and in theoretical understanding of colleges and universities as open systems according to the systems theory (Katz and Kahn 1966). Although the focus of this article is on Higher Education, core principles and ideas will be applicable to different types and levels of educational programs.

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Section: Overview Of Proposed Approach To Assessmentmentioning

confidence: 99%

“…In the classroom situation, pre and post tests provide the most direct measure of learning, and such measures are typically used in Higher Education settings (Arthur et al 2003b). However, it is also possible to use writing samples, performances, speeches, and other class-appropriate assessments.…”

Section: Learning Criteriamentioning

confidence: 99%

Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education

2010

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“…This method asks trainees to report advantages and disadvantages of training programs [18]. Such criteria is widely used because of its ease [19]. (2) Learning criteria: Learning criteria, in higher education institutions, is assessed through learning outcomes and is evaluated by conducting several tests to measure: performance, presentation, and demonstration of learned skills [20].…”

Section: Transformational Training Programs (Ttp)mentioning

confidence: 99%

Transformational Training Programs and Quality Orientation of Employees: Does Employees’ Loyalty Matter?

2018

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Transformational training programs, employee loyalty and quality orientation of employees have been some of the important concerns for both academicians and practitioners for decades. Yet, little is known about their underlying relationship dynamics, especially in the context of higher education institutions. The pivotal aim of this study was to investigate the interplay of transformational training programs, loyalty and quality orientation of employees. For this, a causal model demonstrating the direct and indirect relationships of transformational training programs, employee loyalty and quality orientation was built and tested. Data for this study were collected from 212 (n = 212) academics (deans, head of departments and faculty members) from all private sector universities in Amman, Jordan, through a cross sectional survey. Results indicated that both direct and indirect effects of transformational training programs on quality orientation of employees were significant. More specifically, the positive effects that transformational training programs have on quality orientation of employees are through employee loyalty. This finding significantly advances the existing body of knowledge and implies that transformational training programs enhance employees' loyalty which, in turn, escalates employees' orientations towards quality. Hence, it is concluded that the objective of inculcating quality orientation amongst employees cannot be achieved with mere reliance upon transformational training programs. Several contextual factors, such as employee loyalty, should also be focused on and fostered to ensure the effects that training programs have on certain desirable outcomes.

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“…Rating scales frequently employed in assessments by students turn out to merely emphasize student reaction rather than student learning (Arthur, Tubre, Paul, & Edens, 2003;Stark-Wroblewski, Ahlering, & Brill, 2007), and student perception (Arthur et al, 2003). The notion illustrates that an assessment involving students is within the subjective dimension of teaching and learning processes, whereas student learning is within the objective one.…”

Section: Estu Widodo and Franciscus Xaverius Sudarsonomentioning

confidence: 99%

Developing an observation instrument for assessing the effectiveness of English teaching at vocational secondary schools

Widodo

Sudarsono

2016

REiD

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This study was aimed at: (1) developing an observation instrument for assessing English teaching at vocational secondary schools (VSSs), (2) examining the validity of the developed instrument, (3) examining the inter-rater reliability, and (4) assessing the effectiveness of the developed instrument. The subjects of the three-phase field-tests were English teachers and students of four VSSs. Observation sheets, questionnaires, and interviewes were employed to collect the data.The instruments were field-tested in three phases. Expert judgment, Kappa Coefficient, and Kane's (2006) argument-based validation and Bachman & Palmer's intepretive and use argument were used to determine the instrument validity and reliability. The field-test which involved stakeholders prove that the observation instrument could be implemented effectively to assess the teaching of English at VSSs.

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Teaching Effectiveness: The relationship between reaction and learning evaluation criteria

Cited by 54 publications

References 26 publications

Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education

Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education

Transformational Training Programs and Quality Orientation of Employees: Does Employees’ Loyalty Matter?

Developing an observation instrument for assessing the effectiveness of English teaching at vocational secondary schools

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