Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation.

Abstract

Although training evaluation is recognized as an important component of the instructional design model, there are no theoretically based models of training evaluation. This article attempts to move toward such a model by developing a classification scheme for evaluating learning outcomes. Learning constructs are derived from a variety of research domains, such as cognitive, social, and instructional psychology and human factors. Drawing from this research, we propose cognitive, skill-based, and affective learning outcomes (relevant to training) and recommend potential evaluation measures. The learning outcomes and associated evaluation measures are organized into a classification scheme. Requirements for providing construct-oriented evidence of validity for the scheme are also discussed