TRAINING EFFECTIVENESS MEASURES AND SCORING SCHEMES: A COMPARISON
研究提出一种基于情景脚本的新培训有效性测量标准，并与传统行为与绩效量表比较，发现新测量对67名教师样本的培训效果更敏感，且基于经验数据的评分比专家判断更有效。
This paper examines a new criterion measure, comprised of scripted situations, for training effectiveness and compares two scoring schemes–one based on expert judgments and one based on empirical weights. It was believed that a measure based on job‐related scenarios would be more sensitive to detecting change due to training than would more traditional training criteria, such as behavior and performance rating scales. Results of the study support this notion. For a sample of 67 teachers, significant training effects were found only for the new training effectiveness measure; there were no significant differences found for traditional behavior and performance measures. The comparison of expert versus empirical scoring indicated that empirical scoring produced significant results, while scoring based on expert judgment did not. Implications of these findings are discussed.