Evaluation Guidance: Introduction
A key function of MATCs and BTDCs is to monitor and evaluate the implementation of their Area Training Plans. The purpose of this guidance is to provide Areas with a useful, user friendly tool to support the evaluation of magistrate training. It is intended as a simple, rather than a definitive, guide and the purpose is to offer some suggestions as to how Areas may approach the evaluation of magistrate training. Responsibility for whether, how and when to evaluate remains with the Area. This guidance is intended to assist and support you in making these decisions. There are many evaluation models and theories and for those wishing to explore evaluation in more depth some suggested further reading (see right-hand navigation)has been included within this guidance.
How to use the guidance
Evaluation is about a series of decisions. From each of these flows the next. This guides you through whether, how and when to evaluate. The stages of this process are shown in the process map.The format of the guidance is that information can be accessed either through your selected evaluation approach or through the reason for evaluating. Each of these are cross referenced and you can switch easily between the various approaches and reasons using the relevant links (Frameworks etc are set out in the main menu bar, context specific links to the right)
What is Evaluation?
Chartered Institute of Personnel and Development (CIPD) uses the definition provided by Hamblin (1970) "any attempt to obtain information (feedback)on the effects of a training programme, and to assess the value of the training in light of that information".So, Evaluation is about identifying how well the learning process is working, the outcomes and impact of that learning and the value that adds when applied in the court environment.It can also be used to verify the quality of the content of the training. However, the thorough application of Stage 1 and 2 of the training cycle 
[30KB], Identification of training needs and Design of training solutions should ensure the quality and content of the material. If both these stages are followed correctly , including piloting, before the material is launched, then the evaluation of the materials can be limited to just the first few events or one simple question on an end of event questionnaire (see Stage 1 and 2 of the Framework of Standards for Magistrate Training and Development 
[400KB]for further guidance on Identification of training needs and Design of training solutions).
It can be argued that if you are validating a training event, it is simple to include a few questions about the content anyway. If the material has been developed following the correct process, i.e. Stage 1 and 2 of the training cycle [30KB], you will already have demonstrated that the content is appropriate. The consideration should be, what would you do with the feedback received? Evaluation of the first couple of events provides additional information that may allow for "tweaks" to be made. After that, are you likely to learn anything else significantly about the contents? Bearing in mind that people learn differently, not everyone will receive the material in the same way and you may continue to receive minor individual comments about the content. However, you need to consider what you will do with that feedback - it may not be appropriate to constantly change the material. The only argument for continuing to seek comment about the content is to give delegates the feeling that they have had an opportunity to contribute.
In considering what you will include in an evaluation bear in mind that every piece of evaluation information collected has to be recorded, analysed and potentially acted upon. It is therefore advisable to only ask for information that you intend to act upon - why ask for something that can't or will not be used?