tiveness) evaluation (Eseryel, 2002). There are six general approaches or categories of evaluation of training that include: 1) Goal-based evaluation; 2) Goal-free evaluation; 3) Responsive evaluation; 4) Systems evaluation; 5) Professional review; and 6) Quasi-legal (Eseryel, 2002).
Because of the multiple levels and multiple goals associated with evaluation of training, Eseryel (2002) promotes goal-based models like Kirkpatrick's because they not only take into consideration the collaborative nature of evaluation of training but they also are well-suited to its complexities. Kirkpatrick's model derives from the goal-based approach to evaluation of training. There are four levels of evaluation that include reaction, learning, behavior, and results (Eseryel, 2002). Kirkpatrick's model if well suited for evaluation compared to systems-based approaches, primarily because it takes into account the dynamic interaction between the design and the evaluation of training. Further, systems-based models do not provide detailed descriptions of the processes involved at the four levels of evaluation, not do they provide tools for evaluation. In contrast to Kirkpatrick's model, systems-base
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