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The goal of this article is to reconsider the types of dependent variables used in formal evaluation of technology-based learning programs. This article specifically focuses on measures, metrics, and indicators applied to the evaluation of technology-based learning programs and interventions. Its deeper intent is to support the use of evaluation results in decisions to improve the effectiveness of current or future learning-focused implementations. This article focuses on the description and use of three classifications of dependent variables appropriate to evaluate technological and other learning innovations. Beginning with a treatment of evaluation, which is central to the application of outcomes, the article considers a model of the relationships and key attributes of measures, metrics, and indicators, with the goal of clarifying their meaning. Ways of developing measures are provided, contrasting historical development of construct-oriented measures with criterion-referenced measures. An example of a criterion-referenced framework developed for Navy training is given, which has procedures for developing domain-independent measures for use across disparate content. Metrics are described, emphasizing different ways of giving meaning of scores. Norm-referenced and criterion-referenced approaches are contrasted. The use of indicators (a combination of relevant metrics) is discussed for larger policy and managerial uses.

Measures, Metrics, and Indicators for Evaluating Technology-Based Interventions