Level 3 Behavioral Change Assessment Tool
Reasoning (Level 3)
Instructional design students are expected to take the role of team leader as the need arises. Behaviors such as team communication, planning ahead, patience and responsibility must be cultivated to handle this responsibility. Assessing if the student has achieved these behaviors is essential and is accomplished through level 3 assessments. It tests the gap between knowing what must be done, and actually employing the training learned in the field (Horton, 2001). Furthermore, it allows the instructor to see which parts of the instruction succeed, and which failed, so that they may re-evaluate the program accordingly.
Unlike level 1, which accesses the course and level 2, which accesses the students’ knowledge while in the course room, level 3 allows for instructors to access their students after they’ve already been out in the field for some time. While other evaluations may only …show more content…
Some evaluations look for leadership improvement, communication improvement, motivation, time management, and so forth (Kirkpatrick and Kirkpatrick, 2006). While these behaviors can lead to tangible benefits for the benefactor or organization they work for, they are not in themselves tangible technically. It is the hope of the evaluations that these, however, do lead to a profitable margin that can be employed out in the field. This mindset follows into assessing for ED 5810. It is a course room designed around instilling project management and leading skill sets for later use. Through results checking instructors would be able to understand how effective these skills are on the job, and just how much of the program needs to be re-evaluated (if at all) for future students. It’s what would allow Capella to keep up to date with the current needs in the field, and by extension keep the course relevant and student’s wanting to attend.
Application Plan (Level
Reasoning (Level 3)
Instructional design students are expected to take the role of team leader as the need arises. Behaviors such as team communication, planning ahead, patience and responsibility must be cultivated to handle this responsibility. Assessing if the student has achieved these behaviors is essential and is accomplished through level 3 assessments. It tests the gap between knowing what must be done, and actually employing the training learned in the field (Horton, 2001). Furthermore, it allows the instructor to see which parts of the instruction succeed, and which failed, so that they may re-evaluate the program accordingly.
Unlike level 1, which accesses the course and level 2, which accesses the students’ knowledge while in the course room, level 3 allows for instructors to access their students after they’ve already been out in the field for some time. While other evaluations may only …show more content…
Some evaluations look for leadership improvement, communication improvement, motivation, time management, and so forth (Kirkpatrick and Kirkpatrick, 2006). While these behaviors can lead to tangible benefits for the benefactor or organization they work for, they are not in themselves tangible technically. It is the hope of the evaluations that these, however, do lead to a profitable margin that can be employed out in the field. This mindset follows into assessing for ED 5810. It is a course room designed around instilling project management and leading skill sets for later use. Through results checking instructors would be able to understand how effective these skills are on the job, and just how much of the program needs to be re-evaluated (if at all) for future students. It’s what would allow Capella to keep up to date with the current needs in the field, and by extension keep the course relevant and student’s wanting to attend.
Application Plan (Level