I've been using a minimalist essay-style level one for several years -- it offers the most helpful information that is immediately applicable and also eliminates the "circle something quickly so I can get out of here" responses. I don't use the same question you do, but it's the same idea.

If a student wishes to provide feedback, then he/she should/can take the time to provide detailed, constructive feedback in response to one or two specific questions he/she would be qualified to answer.

Colleagues, It seens curious that you mention evaluation only at the "end" of the "course".
Continous evaluations during the workshop have been very effective, since it allows opportunity to make the adjustments. If you wait till the end you usually are in for tedious, hastened and nasty surprises.

Nero

Nero -- the context of this thread was specifically about a specific "level one" - 'learner reaction to training' - type evaluation. I do not believe that the absense of discussion around on-going formative evaluation means that people do not do it.

LauraL,
I assume that, it seemed the time to introduce the point.

Nero