b.  
design a form that captures needed information while minimizing the time required to complete and evaluate forms ;

c.  
encourage written comments or suggestions. Even excellent “check the box” surveys are limited in information provided. Comments can point to issues that could otherwise be missed ;

d.  
allow enough time for trainees to respond. Once training is complete trainees are ready to leave. Therefore surveying participants at the very end of the session might promote a hurried response ;

e.  
allow for an anonymous survey or signature option will provide a more reliable data collection ;

f.  
objectives of the survey should be closely aligned with the objectives of the course ; and

g.  
results of the evaluation are used to revise course materials as necessary. A clearly established distribution process must be in place for the dissemination of information to anyone who needs it. A suitable level of confidentiality should also be in place for all parties involved with the handling of such documentation.

5.4.2 Where the course is delivered for the first time (validation delivery), feedback should be collected from trainees after completion of each training module. At the end of the course, overall feedback should be obtained from trainees.  Level 1 Evaluation forms for the collection of end-of-module and end-of course information (trainee sample survey) are provided in Attachment A and Attachment B to this chapter.

5.5 LEVEL 2: EVALUATION OF TRAINEE MASTERY LEARNING
5.5.1 Level 2 determines to what extent training has changed attitudes, increased knowledge, and improved skills.  Training providers use Level 2 evaluations to ensure that trainees have gained the desired skills, knowledge and attitudes to achieve terminal objectives.  Level 2 evaluations should be based on mastery test results and apply the following principles:
a.  
measure trainees’ performance before and after training.  Comparing trainees pre-course to post course knowledge, skill and attitude data helps shape course content and structure.  For example , if a significant number of trainees have already had the required skills and knowledge prior to the course, then terminal objectives may need to revised ;

b.  
mastery tests should be criterion-referenced.  A criterion–referenced test helps determine if trainees meet the standard of performance as established by the terminal objectives ;  

c.  
ensure that terminal objectives are used to design mastery tests that call trainees to demonstrate successful performance on the job as well as provide valid and reliable measures of performance ; and  

d.  
ensure statistics are collected on mastery test results for each module of a course. Analysis of these statistics can be used to determine whether course materials should be modified or not.
　
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