5 Evaluation
The Evaluation aspect of ADDIE is taking what you’ve created and looking at the results. How has your training faired? How has the learner grown, and have they learned the objectives? Can we measure it? Though the training itself is the crux for change, keeping the assessment in mind from the beginning helps direct where the learning is going. Thinking backwards helps the designer know where the training is going before it is even created.
E-learning Goals
This training course is designed to present content in a logically sequenced and easy-to-follow format, ensuring each section builds upon the last to support learner comprehension. The assessments are intentionally aligned with the learning material, making sure all content tested is content taught.
Kirkpatrick Levels
Level 1 Reaction
The content is easy to navigate and contains many different formats for learning. By using Rise 360, learners have a pleasing-to-the-eye platform.
Level 2 Learning
The three modules will teach Loss Prevention strategies and techniques through QRGs, videos, CBTs, and interactive elements.
Level 3 Behavior
Pre/Post Training Surveys will help dictate confidence and knowledge before and after the training. Observation from the District Manager will also help confirm if the behavior at the store level has changed.
Level 4 Results
The Training Impact and Effectiveness Report (TIER) will measure store loss before and after training is completed, finding patterns and positive or negative results. This will help tweak the exam or focus in areas not previously taught in the training program.
Assessment Techniques and Tools
For the Essential Skills for Loss Prevention training course, I will use a combination of formative assessments, one per module, as well as one summative assessment, and then an observation conducted by the District Manager.
Observation Example
The observation will be 10 questions with a rating score from 1 to 5, each giving specific examples of what needs to be completed to score a certain score. Store managers must score at least 3 in all areas to be considered proficient. Anything less in any area will result in retraining and review being conducted by the District Manager.
| 2 | Incident Reporting Accuracy | 1: No reports filed; manager unaware of protocol. 2: Reports filed late or missing critical details (e.g., time, parties involved). 3: Reports timely but lack clarity or follow-up. 4: Reports are timely, detailed, and include basic follow-up. 5: Reports are exemplary—timely, detailed, with full follow-up and resolution tracking. |
Summative Assessment example
The summative assessment includes 21 questions, multiple choice, true and false, and 5 matching, and True and False. Each question gives feedback for whichever answer the learner picked. This helps the learner review if they got it wrong and offers support if they got it right.
Formative Assessments
There are a few formative assessments in my training course. One used shows matching cards that allows learners to test their knowledge on different examples of loss: internal, external, or procedural.
Questionnaire
Does the training flow make sense? If not, what do you recommend?
Do all the assessments match the learning content?
Is the Observation measuring all areas of the Store Manager role in relation to Loss Prevention and the essential skills taught in this course?
What are some other areas I can include in my training to confirm I’m covering all areas of Loss Prevention, especially from a Manager point of view?