Learner’s Evaluation - the Four Levels of Evaluation

Learner’s Evaluation:

The author evaluated the learner’s response to the teaching project based on “The Four Levels of Evaluation” (Rankin et al., 2005, p. 293-295). Evaluation at each level is provided with the response to a question: “Did they like it? Did they learn it? Did they use it? Was teaching worth it in the long run?” (Rankin et al., 2005, p. 293).

Level A:  Patient and family involvement during interventions according to Rankin et al., (2005) “measures the teacher’s ability to individualize teaching to the learner’s needs and readiness to learn and answers the question, Did they like it?” (p. 294). As such, M.T. recognized her need and sense of responsibility to learn ways of managing hypertension. From the beginning of the 25 minute teaching instruction, M.T. was alert and showed interest in the subject matter by asking relevant questions (i.e., “how often should I check my blood pressure?”; “how can I be active in a non-active working environment?”) M.T. participated in the discussion on high sodium foods that she had to avoid in order to manage hypertension. M.T. greatly appreciated the pamphlets provided after the discussion. M.T. affirmed she was “satisfied with the health teaching and the teaching materials used”.

Level B: Patient performance immediately after learning experience “answers the question, Did they learn it?” As per M.T., she learned from the teaching project and will use the knowledge and skills for everyday life although she realizes that it is going to be difficult and requires effort and time. She mentioned that preparing healthy and low sodium foods will be a challenge since she lives with children who love to eat junk and fast food. She also restated that having sufficient time is her greatest concern, since she works 8 hours a day and has no energy for meal preparation. According to Rankin et al. (2005), “the evaluation at this level determines the effectiveness of an intervention, and what and how to teach next” (p. 295). This level helped the author to determine what the next teaching session should focus on and what steps the author and the participant could do to overcome obstacles and obtain the set goals

Level C: Patient performance at home according to Rankin et al. answers the question “Did they use it?” (p. 294). M.T. reported that she started using public transport to go to work and mentioned that not only does she save money and gas but it keeps herself physically active. She also reported that the money she saved from not parking downtown goes to buying fruits and vegetables.

Level D: Patient’s over all self-care and health management level answers the question “was the teaching worth it in the long run?” (Rankin et al., 2005, p. 295). This level was not evaluated during the teaching process, as that would require at least a year.

Teacher’s Evaluation

According to the research study done by Walker (2008), an effective educator is one who helps respondents to learn with the use of his or her personal qualities that respondents felt had enabled him or her to achieve success (p. 63). The author divided this section into three parts; (1) author’s strengths, (2) weaknesses and, (3) methods to improve performance.

Strengths:

The author of this teaching project clearly explained to the learner the objectives and goals of the teaching project, dividing it into three domains (cognitive, affective and psychomotor) after thorough assessment of M.T.’s learning needs and collaboration. The author is very well prepared and organized, he included M.T. in planning the teaching project and based all the teaching materials and resources used in accordance with her level of understanding and needs which according to Walker (2008) is an essential characteristic of an effective teacher as no instructional time is wasted (p. 64). The author made the topic of “Ways to Manage Hypertension” lively, interactive and easy to understand by allowing M.T. to ask questions when certain topic is vague or unclear. The author gave M.T. advices on how to manage lifestyle by citing realistic examples such as the following: (1) walk to the train station instead of driving to work, (2) use stairs instead of elevators and, (3) the money she saved from not using her car can be used to buy fresh fruits and vegetables. The author’s main focus during the entire teaching session from assessment to evaluation is the learner, by respecting her viewpoints, listening to her concerns and encouraging her to talk which shows the positive attitude of the author towards the learner. As stated by Walker (2008), having positive attitude and being respectful shows