We are looking for a better way to administer our course evaluation forms (level I). We currently use a scannable form. We have considered going web-based but our students don't typically have access to a computer in the classroom and we are concerned about the response rate if we don't collect the data immediately. Is anyone familiar with using handheld computers for this purpose or other methods we might consider?

Level 1 evaluations have no historic value. How about focusing simply on doing whatever you can to get meaningful feedback instead of on how to store it electronically?

I know that many people believe that Level I has no value. I'm not in that camp. While it is only one piece of information, it can lead to significant improvements. For instance, our evaluation form asks about the timing of training (was it too early, about right, or too late). We've detected a problem in at least one of our courses with how it has been scheduled (needed to occur earlier). We are working with the business line to see how this can be fixed. (This particular course is one that often ends with a plus/delta discussion with students and this issue never came up.)

I think it boils down to obtaining the data in an efficient way and then investigating the results that emerge. (And, of course, using the data students provide with that collected from other sources.) We believe we get a lot of benefit from our level I's but are always looking for ways to improve the process.

DLE,

You are absolutely correct in your judgment that Level 1 evals have value. Where we sometime get stuck is in thinking the data only applies to ISD related topics. But, as you have noted, there is far more to learning than an elegantly designed event. Those pesky little things like context, scheduling, logistics, room arrangements, HVAC, breaks, snacks (please....not another box of donuts!),competing noise, unannounced visitors, late-arrivals/early departures, et al.......are all in the mix.

Those simple course corrections early can have huge impact downstream.

To you specific question though, I just haven't run into a process (technology enabled or otherwise)that adds much value to the data collection aspect of L1 evals. Doesn't mean it's not out there...maybe just not a lot of energy around it.

I'm still using flip charts for end of day feedback....and sometimes a very succinct/targeted short form for end of course feedback. I place a higher premium on the feedback collected during the learning event. End of course feedback should not contain any surprises.

The nice part about going after feedback in person is that you can dig deeper into what's behind a comment, then decide whether to deal with it or defer.

Hold on please -- Please do not put words in my mouth. I did *NOT* say that level 1 has no value. Level one evaluations are very valuable for a specific reason.

I said they have no *HISTORIC* value. The information you capture should be immediate and meaningful. Worrying about reentry into a database or having people do it online completely defeats the purpose of getting learner feedback about their learning experience. In fact, I tend to gather bits and pieces throughout in plus/deltas. Level 1 is all about learner reaction to that particular event, that trainer, that day, etc. and is fueled by whatever emotional stuff each learner is carrying. Also - I use open ended questions and never allow people to get away with just circling numbers (which means I never have to wonder or dig for what those numbers meant).

GET specific, meaningful feedback right away. THAT is what is important.