Develop instructional measures as soon as training objectives are identified
Grace Duffy
87 Posts
A component of the Systems Approach to Education is always measurement. As an instructional designer, I learned to write measurement items early in the design process. When the training needs analysis is complete, it is an easy transition to identify objectives for a training module. Those objectives are then sequenced into a high level course design. Depth of mastery, based on Bloom's Taxonomy guides the scope of content to be passed on to the learners. The taxonomy also dictates whether the content is conceptual or practical. Once these decisions are made, the foundation is there to develop evaluations from Level 1 through Level 4. Level 5, business environmental impact, if the organization is mature enough to have a defined long term vision, was defined before identifying the need for the audience and skills analysis. 

Setting the training evaluation measures early in the instructional design process focuses the development efforts. Training is concise and targeted to the right audience, at the right level, and with the intended outcomes. 

How do others develop your training measures? Do you measure beyond level 1 opinion sheets? Why or why not? 
1 Replies
There are measures that relate to "voting with your feet"
- Withdrawals during class
- Enrolment levels in subsequent classes

When I taught stats, I recognized the importance of regular assignments and actually imposed more work on students.  The effect was that the unmotivated students dropped the class while the top performers flourished.  Stats is really about proficiency, so repeated work helps prepare students for exam questions.

Also, the types of students who are inclined to take the course can shift over time.