InformEd Results

InformEd tailors its evaluation results to align with the Kirkpatrick levels of evaluation (1959).  Kirkpatrick, a former president of the American Society for Training and Development, designed this simple, flexible, and complete model to focus on measuring four kinds of outcomes that should result from highly effective training programs. The model represents a process for change; success with preliminary outcomes is considered a requisite for more far-reaching results over time. 

The InformEd Process aims to shift organizational thought (i.e., inquiry-based) and practice (i.e., data-driven continuous improvement) in ways that produce improved actions and thus, outcomes over time. 

InformEd’s evaluation results align to Kirkpatrick’s levels:  

Level One, Reactions: 
InformEd measures how favorably educators react to our training.  Positive reactions are likely to lead to more learning.  Reactions to InformEd Training include the following results:

Ninety percent of participants indicated that the quality of InformEd’s training was “Excellent” or “Good”. 
 

Ninety-four percent of participants indicated that the quality of InformEd’s presenters was “Excellent” or “Good”. 
 

  

Ninety-five percent of participants would recommend InformEd’s training and consultation to other educators.  Why?  Click here to see educator’s comments. 
 
 

Level Two, Learning: 
InformEd assesses the degree to which educators have gained new knowledge, skills, and attitudes, which has implications for changed practices and behaviors.

Nearly ninety-five percent of participants felt they had learned something through InformEd’s training, from “Very Much So” to “Somewhat”; over half gave their highest marks for this question.   What do educators learn through our training?  Click here to see their comments. 
 

 

Level Three, Transfer: 
New knowledge, skills, and attitudes make little difference unless they are transferred from the training context to the workplace. As InformEd works with educators over time, we evaluate the degree to which elements of any decisions resulting from the InformEd Process impact organizational processes, and instructional practices.

Some examples of what “Transfer” looks like in some of our partner schools:

Organizational Processes

• After participating in Data Analysis Workshops with their school improvement teams at a regional level, many participating schools have organized and facilitated similar data-driven events at their own schools, building the necessary infrastructure at the local level with their entire staffs. 

• Similarly, after receiving training from InformEd, technical assistance staff at one of the largest agencies in the Office of Indian Education Programs began to facilitate similar events with the 17 schools in their service area.

• After InformEd worked with several schools to begin training with their entire staffs, the schools then moved from this large-group learning environment to one of smaller, grade-level groups to encourage data-driven continuous improvement at the classroom level on an ongoing basis. 

Instructional Practices:

• One school applied the InformEd Process to select a new Core Reading program; Using data-based criteria, educators selected a program that not only met the specific instructional needs of their students, but also possessed sufficient alignment to their state learning standards.

• After receiving training from InformEd, many schools have identified the need for improved formative assessment practices, and have implemented strategies to gather student learning results on a continuous basis to allow for instruction to be more responsive to individual student needs.

Level Four, Results: 

Results are where the rubber meets the road.  Although Level Four outcomes, such as improvements in student achievement, often take some time to occur, InformEd gathers this information its partners to assess impact on results over time.