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Reaction level
At this level, the focus is on the reaction of the target group towards the product of the project. While a positive reaction is important for the successful implementation of a product, negative reactions can give insight and impetus for further development. Evaluation at this level can be part of a formative evaluation (e.g. in the context of the pilot phase of a product).
formative evaluation
“A type of process evaluation of new programs or services that focuses on collecting data on program operations so that needed changes or modifications can be made to the program in the early stages. This type of (=>) evaluation is carried out while a (=>) project or (=>) program is implemented in order to provide timely, continuous feedback as work progresses”. (From: Nonprofit Good Practice Guide, Formative Evaluation)
It can be also part of a summative evaluation at the end of the implementation phase.
summative evaluation
Summative evaluation allows the [subsequent] control of quality, effects and usefulness of an educational course. The question of interest is whether an educational course or individual components of the course can meet certain expectations in practice (translated from Tergan, 2000).
The following questions might be asked at this level:
What do the students think about the course?
An important aspect of the evaluation on the reaction level is the satisfaction of the students with the course. The subjective assessment of learning processes and results by the students is also important. Both of these aspects can be, on the one hand, assessed at the end of the pilot phase (valuable feedback can then be incorporated in the redesign of the course), on the other hand, it can also form part of the final assessment at the end of the implementation phase.
How well is the
course accepted and used?
Your e-learning offer can only be successful if it is accepted and utilised, thus it is important to examine the actual utilisation.
