The ISPI Conference-Session Feedback Form was designed with the following ideas in mind:

Why do the questions ask what they do?

  1. ISPI is devoted to performance-improvement so the form should focus on factors known to support workplace performance improvement, including such factors as:
    • Comprehension of concepts taught.
    • Likelihood of achieving expected work results.
    • Reinforcement through practice–going beyond lecture.
    • Likelihood of sharing concepts with others.
    • Validity of the concepts taught as supported by research and evidence.
  2. Conference attendees have a reasonable expectation to receive sessions that they feel are valuable, as evidenced by the following:
    • Level of engagement they experienced.
    • Importance of the concepts taught.
  3. Open-ended questions often provide the best feedback.

 

Why are the questions designed the way they are?

  1. The form was designed to fit on one page, to make it useable in a conference context.
  2. The answer options attempt to provide — as much a possible in a small space — learners with options that provide enough granularity so they can make clear distinctions when deciding between options.
  3. Such answer-option specificity has the added advantage of providing clearer feedback to presenters and conference organizers about the success of the session.
  4. Answer options are specifically designed NOT to use numbers, nor scaled adjectives (e.g., “strongly agree,” “agree,” etc.) — as both approaches make it difficult for learners to make precise decisions and for stakeholders to understand the meaning of the results.

 

How was the form designed?

  1. Will Thalheimer was asked by ISPI leadership to design the form, based on his work on performance-focused smile sheets and his upcoming book. This web page sits on his blog.
  2. After Will’s initial input, feedback was solicited and improvements were made to the form. Special thanks to Bonnie Beresford for providing important feedback and partnering in piloting this form and another form.
  3. Both forms will be piloted in 2015 and additional improvements will be considered.

 

We’d love your feedback!

The form has been modified to enable feedback on the form directly. However, if you’re interested in making additional comments, please use the form below to provide feedback. Thank you!!!

 

The spacing effect is one of the most potent learning factors there is–because it helps minimize forgetting.

Here's a research-to-practice report on the subject, backed by over 100 research studies from scientific refereed journals, plus examples. Originally published in 2006, the recommendations are still valid today.

Click to download the research-to-practice report on spacing.   It's a classic!

 

And here's some more recent research and exploration.

I'm a bad blogger. I don't analyze my site traffic. I don't drive my readers down a purchase funnel. I don't sell advertising on my blog site. I'm a bad, bad blogger.

Two months ago, I set up Google Analytics to capture my blog's traffic. Holy heck batman! I found out something amazing, and I'm not really sure how to think about it.

Over April and May 2014, my most popular blog post–that is, the one most visited–was a blog post I published in 2006. How popular was this 2006 blog post? It accounted for 50% of all my blog traffic! Fifty freakin' percent! And April and May have been relatively busy blog posting months for me, so it wasn't like I wasn't creating new traffic.

What blog post was the envy of all the others?

It was this one, on one of the biggest myths in the learning field.

I guess this makes sense, (1) it's important, (2) the myth keeps resurfacing, and (3) by now the link has been posted in hundreds of places.

If I die today, at least I have made a bit of a difference, just in this blog post.

I'm a bad, bad blogger.  <<<<<WINK>>>>>