Enhancing Teacher Training: A Kirkpatrick Model-Based Evaluation System at Zhejiang Open University Research

 Title: Research and Practice of Training Effect Evaluation System Based on Kirkpatrick Model—Taking Teacher Training System of Zhejiang Open University as an Example

Link: https://www.scirp.org/journal/paperinformation?paperid=109635

Author: Juan Du

Article: Chinese Study, vol. 10, no. 2

Institution: Teaching Center, Zhejiang Open University

Year: 2021

Analyze and present by: Punnarat Chinnapha, Ph.D.

Student ID: 244511003

 

Introduction

In today’s knowledge-driven world, teacher training plays a vital role in the professional development of educators, particularly in adult and distance education institutions. The effectiveness of training programs, however, remains a significant concern. How can we measure the real impact of training on teachers’ skills and performance? Zhejiang Open University (ZJOU) addresses this challenge through a systematic evaluation of training programs using the Kirkpatrick Model. This framework enables an in-depth analysis of training effectiveness, providing a roadmap for improving teacher professional development.

Background of the Study

Zhejiang Open University, formerly known as Zhejiang Radio and Television University, has implemented a large-scale teacher training initiative to enhance the quality of distance education. From 2018 to 2020, ZJOU organized 40 training sessions and 18 teaching competitions, involving over 4,076 teachers and totaling 24,934 class hours. Despite these efforts, concerns about the effectiveness of training remained. Common issues included:

• Lack of comprehensive post-training evaluations.
• Limited follow-up on whether teachers applied training concepts in their classrooms.
• Absence of a standardized evaluation framework.

To address these gaps, ZJOU adopted Kirkpatrick’s Four-Level Evaluation Model, which offers a structured method to assess training outcomes.

The Kirkpatrick Model and Its Application

The Kirkpatrick Model, first introduced in 1959, remains one of the most widely used training evaluation frameworks. It consists of four hierarchical levels:

1. Reaction: Measures teachers' immediate feedback and satisfaction with the training.
2. Learning: Assesses the extent of knowledge or skills acquired during training.
3. Behavior: Examines whether teachers apply the acquired knowledge in their work.
4. Results: Evaluates the overall impact of training on teaching performance and student outcomes.

ZJOU implemented this model by categorizing training content into four major areas: conceptual understanding, technical skills, pedagogical methods, and management skills. The evaluation process involved qualitative and quantitative analysis, using surveys, observations, and performance assessments.

Findings and Key Insights

Through the evaluation process, the following key insights emerged:

1. Positive Reaction, but Gaps in Practical Application
• Most teachers responded positively to training sessions, appreciating the content and trainers.
• However, translating learned concepts into actual teaching practice remained a challenge.
2. Learning Outcomes Showed Significant Improvement
• Teachers demonstrated an increase in subject knowledge and pedagogical techniques.
• Tests and assessments revealed measurable improvements in technical and management skills.
3. Behavioral Changes Were Less Consistent
• While some teachers adopted new teaching strategies, others struggled to implement changes due to institutional constraints or lack of continuous support.
4. Institutional Impact Needs Further Strengthening
• While training contributed to professional growth, the broader institutional impact—such as student performance improvements—remained inconclusive.

Challenges and Limitations

Despite the systematic approach, ZJOU identified several limitations in the training evaluation process:

• Insufficient follow-up mechanisms: Many evaluations occurred immediately after training, but long-term tracking was minimal.
• Limited professional evaluators: The absence of dedicated evaluation specialists affected the reliability of assessments.
• Single-method evaluation: Heavy reliance on self-reported feedback limited objective insights.

Addressing these challenges would require a more integrated evaluation system, including continuous observation, peer feedback mechanisms, and a data-driven approach.

Recommendations for Future Training Programs

To enhance the effectiveness of teacher training at Zhejiang Open University, the following recommendations were proposed:

1. Develop a Long-Term Evaluation Framework
• Introduce follow-up assessments after 3-6 months to track teachers' implementation of training content.
• Establish a peer mentoring system to provide ongoing support.
2. Incorporate Technology for Data-Driven Insights
• Use learning analytics and AI-based tools to monitor teacher progress.
• Implement a digital tracking system to document training impact over time.
3. Expand Professional Development Opportunities
• Offer customized training modules based on teachers' specific needs.
• Provide continuous professional development (CPD) pathways to encourage lifelong learning.
4. Enhance Institutional Support for Implementation
• Align training programs with broader university teaching policies.
• Involve school leadership in post-training evaluations to ensure institutional adoption.

Conclusion

Teacher training is a crucial investment in the future of education. By adopting the Kirkpatrick Model, Zhejiang Open University has taken a data-driven and structured approach to evaluate training effectiveness. While significant progress has been made, the key to sustained improvement lies in continuous assessment, institutional support, and leveraging technology. By refining evaluation methods and ensuring practical application, teacher training programs can have a lasting impact on educators and, ultimately, on student success.