Strengthening Teacher Education
Suggestions for Improving Assessments of Learning/Training Effectiveness
This report presents a comprehensive study on the presence of bias in feedback data collected after training sessions. It explores the impact of various response styles on survey research and investigates the factors influencing data quality. The study aims to understand, analyze, and devise new ways to reduce bias in data collection, ensuring reliable and valid outcomes for effective decision-making.
Key Learnings
This study was conducted to address concerns about the reliability and validity of feedback data collected after training sessions. The skewed distribution of responses raised questions about potential biases influencing the data. To investigate this, the research team conducted interviews with both training participants and LFE internal members.
The key learnings include:
The findings revealed that participants often view feedback forms as a formality, leading to biased responses.
Additionally, factors such as facilitator style, training content, and hierarchical relationships were found to influence feedback.
The study also identified response fatigue and the structure of the feedback tool as contributing factors to biased data.
Based on these learnings, the research team designed a study to understand the degree and source of bias in the data and develop strategies to mitigate it.
Theme
Unmasking bias in training feedback for better decisions.
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Suggestions for Improving Assessments of Learning/Training Effectiveness
The Hope
The findings of this study have significant implications for improving the assessment of learning/training effectiveness. By understanding the sources of bias in feedback data and implementing strategies to mitigate them, organizations can make more informed decisions about program design and implementation. The study's recommendations for tool design, including the use of forced-choice responses, Likert-type scales, and a mix of open-ended and rating questions, can enhance the reliability and validity of feedback data. Additionally, the suggestion to collect anonymous responses and gather both facilitation and theme-based feedback can further improve data quality. Overall, this study contributes to the development of more effective training programs and evaluations by addressing the issue of bias in feedback data.
Other Co-Published Research
Suggestions for Improving Assessments of Learning/Training Effectiveness