Program Evaluation - hdbk12050011

DOE-HDBK-1205-97

program. Conversely, low scores may indicate a need for improvement in instruction or

teaching material, or that more instruction time is needed. For example, if a significant

number of trainees missed questions based on one learning objective, training may be found

to be inadequate for that objective.

2.5 Program Evaluation

Trainee test scores should be combined and analyzed to obtain course or program

performance information. This information can be valuable in assessing program strengths

and weaknesses. To maximize the usefulness of the test data, systematic reviews should

be conducted. Programmatic information can be obtained by analyzing and interpreting the

results of tests, and then comparing that data with information acquired from instructor,

supervisor, and trainee questionnaires. When combined, these sources can form a

composite picture of program strengths and weaknesses and appropriate actions can be

taken to correct deficiencies.

2.6 An Instrument to Provide Feedback

Instructors who view testing as only an evaluation tool often overlook the opportunity to use

testing as a learning tool. An application of testing as teaching can be seen in the On-the-

Job Training (OJT) process. In this activity, the trainees perform tasks under the

supervision of a subject matter expert (SME). If the trainees perform properly, the

performances are acknowledged; if not, the trainees are given immediate feedback on what

errors were made and the proper steps needed to correct them. When this occurs during

the training process, the trainees may have the opportunity to make the corrections at once.

Testing can also provide effective feedback in the classroom, especially when test results

are reviewed with the trainees. An open discussion of incorrect answers and why the wrong

answers were selected can be very beneficial for both trainee and instructor.