Abstract

Introduction

The assessment of the quality of training devices is a topic of research still relevant. However, the literature review on the issue remains disparate and divided by theme and across different countries.

Purpose

Our research had a threefold purpose: 1) to propose a review of the literature on methodological approaches for assessing the quality of training device ; 2) identify and describe assessment models that are most often used  ; 3) to determine their key issues, strengths and limitations.

Method

Our methodological approach was based on two types of data: (1) a set of empirical documents published over the last thirty years (guides and reports); and (2) an analysis of recent studies produced by specialized research centers. Thus, we conducted three successive steps: 1) selection of documents on the basis of criteria such as relevance and consistency; 2) extensive analysis of assessment models, using a validated analysis matrix that consists of four criteria: goals, challenges, strengths and limitations; 3) categorization of these models by transversal thematic analysis.

Results & Conclusion

At least 21 models have been generated. All have more or less different characteristics. These models have been listed in a thematic classification into four distinct categories. Beyond this classification, we retain two main conclusions. First, no model of them is exhaustive. Each model covers one or at most two dimensions of quality of training device, and thus has limits.

Secondly, the quality is complex and plural. Therefore, two approaches are recommended:  conceptual (systemic) and methodological (total triangulation). The first allows a combination of several assessment models to cover up dimensions of a training device. The second allows multiple crossing between several actors (evaluators), collection instruments and data analysis tools to better describe the quality of training.

Keywords: Assessment models, Quality, Training device.