Abstract
Education and training interventions can be evaluated through the success of learning
outcomes. Kirkpatrick's four-level model is a widely accepted and highly popular
evaluation tool. However, some criticise the model's shortcomings. This article will
examine the extent to which the four-level model can evaluate design and technology
students' learning about aesthetics after an intervention by reporting our use of an
augmented version of the four-level model. We examine the results in terms of students'
reaction to the intervention, their long-term learning and their behaviour changes by
studying their visual analyses and drawings through segment codes. We found that, in
order to uncover the obscurities imbedded in aesthetics and to explicate the complexities,
we could not use the four-level-model on its own, but had to revert to a more augmented
version.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:tut/oai:encore.tut.ac.za:d1001284 |
| Date | 01 May 2007 |
| Creators | Haupt, G, Blignaut, S |
| Publisher | International Journal of Technology and Design Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | |
| Rights | International Journal of Technology and Design Education |
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