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Information on transfer analysis
Three phases of transfer evaluation are suggested (adapted from Mandl & Reinmann-Rothmeier, 2000):
1. Preparation phase: Specifying transfer goals through observation of problem solving processes, working processes, through surveys (e.g. of students and their teachers, with interviews or questionnaires), or through document analysis (e.g. of syllabuses or training documents).
Transfer goals (or application goals) can be set with students before the practice phase. These goals should, according to Gerard (2003),
- be formulated as specific, observable and time-restricted actions,
- be desired by the students (they actively participate in the creation of his goals),
- be associated directly with the practice activity of the student,
- depend only on the students themselves (and not on external factors),
- be ambitious but realistic,
- be formulated positively and
- have clearly defined implementation conditions.
2. Formative phase: Analysis of learning transfer in the target group of the measure occurs by means of questionnaires or interviews, observations in the workplace or during the practical phase.
Formative phase:
“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)
Gerard (2003) proposes the following questions to examine transfer potential:
- Are you satisfied with the possibilities of application of the learned material in practice?
- Which part of the learned material do you think you can put into practice?
- From which point on do you think you will have the possibility of applying of the learned material into practice?
- Are you optimistic with respect to the possibilities for transferring of the learned material into (work) practice?
3. Summative phase: Analysis of learning transfer involves structured observations in the workplace, or, in the practice phase, surveys of the target group for the measure and / or their teachers and analysis of objectifiable data (e.g. error rates, work samples). Please refer to the transfer or application goals already set!
Summative phase:
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).
