Evaluation in training: tasks, problems, instruments

Abstract

The paper itself is roughly divided into two sections, the first part deals with the rather complex approaches towards establishing evaluation criteria in the training process which at times appear justified by logic but theoretical in nature because of infeasibility. The second part deals with applicable methods and their value for various evaluation efforts, largely based on actual experiences in numerous training programmes of different nature and clientele. If this paper can stir some thoughts, a major part of its purpose is already accomplished. Some questions, some experiences are added. This is in part to explain, to exemplify what has been said; it is further meant as an opportunity for the reader to evaluate himself: he can illustrate to himself how much he has memorized, understood and learned similar to what he wishes others to do when teaching or evaluating. One last thought should be added regarding the title: Calling this paper 'Evaluation in Training' should be a reminder at anyone stage that evaluation is an integral, inseparable part of training and has, therefore, to be thought of and treated simultaneously with training. This brief guide tries to help clarify the purpose of evaluation and describes some approaches. It will deal with simple evaluation methods which are commonly and easily applicable especially by those who are inexperienced or constrained by resources, yet having a keen interest in the results.