What is Kirkpatrick Level 1 Reaction?

Kirkpatrick Level 1 Reaction measures how learners respond to training straight after they complete it. It looks at whether the training felt relevant, useful, clear and worth their time. This level does not tell you whether people actually changed behaviour or improved results yet, but it does tell you whether the training created the right first impression.

What should you measure at Kirkpatrick Level 1?

At Kirkpatrick Level 1, most organisations should measure a small set of reaction signals rather than rely on one overall satisfaction score: experience (how familiar learners already were with the topic), freshness (whether the training felt new or repetitive), quality (whether the training felt well delivered and well built), and satisfaction (whether learners found the knowledge they expected to find).

Why is Level 1 still worth measuring?

Level 1 is often dismissed as basic feedback, but it plays an important role in training improvement. If learners say the training was unclear, too basic, repetitive or not relevant to their role, that is useful information you can act on early, before asking harder questions about learning transfer, behaviour change or business results.

Is Kirkpatrick Level 1 just a satisfaction survey?

Not exactly. Satisfaction is part of Level 1, but a good Level 1 evaluation also looks at relevance, perceived value, learner expectations and training quality.

Can Level 1 prove that training worked?

No. Level 1 shows how learners reacted to the training. It does not prove knowledge gain, behaviour change or business impact on its own.

What is a good Level 1 question set?

A practical Level 1 question set usually covers prior experience, freshness, quality and satisfaction, plus one optional open-text response.

How many questions should a Level 1 survey have?

Keep it short. Four to five focused questions are usually enough to collect useful feedback without reducing response rates.

When should Level 1 feedback be collected?

Straight after the module, workshop or learning activity. That gives you the clearest read on immediate learner reaction.

What should you do with poor Level 1 results?

Look for patterns by role, experience level, business unit or topic. Then improve the title, structure, depth, delivery or learner targeting before the next rollout.

Measuring training understanding Kirkpatrick Level 2

June 30, 2026

Reviewed by Tribal Habits learning specialists
This article is based on practical experience helping organisations measure training quality, learner response, and early feedback signals across onboarding, compliance, and workplace learning programs.

Published on: 23 July 2024
Last updated: 30 June 2026

Training has long worried about justifying its existence. How do we measure training success? What are the critical outcomes of training? How do we know if the training is any good and if it is making any impact? In the second in this series, let’s turn our attention to Kirkpatrick Level 2 Learning analysis on the actual understanding and learning by participants.

Most learning and development professionals will be familiar with The Kirkpatrick Model of evaluating the effectiveness of training. It’s a great model and serves as inspiration for the built-in reporting in the Tribal Habits platform. The model suggests four levels of training measurement.

Reaction: The degree to which participants find the training favourable, engaging and relevant to their jobs.
Learning: The degree to which participants acquire the intended knowledge, skills, attitude, confidence and commitment based on their participation in the training.
Behaviour: The degree to which participants apply what they learned during training when they are back on the job.
Results: The degree to which targeted outcomes occur as a result of the training and the support and accountability package.

Over a series of four articles, let’s examine The Kirkpatrick Model and how Tribal Habits can help any organisation with reporting on all four levels – automatically! We’ll see how organisations can select the appropriate level of reporting and utilise the information at each level to improve their training topics. And certainly, the ability to gather high-quality data, which can demonstrate the learning and understanding outcomes from training, is critical to supporting training budgets and initiatives.

Measuring training understanding Kirkpatrick Level 2

What is Kirkpatrick Level 2 Learning trying to measure?

I think the easiest way to think about Kirkpatrick Level 2 is simply ‘Has the participant actually acquired new knowledge?’ Ideally, they have learned knowledge directly related to the course content and its objectives. However, if the participant encountered additional learning on other topics or the content triggered insights into other areas, then we should acknowledge that too. Training should stimulate all learning.

Associated with the concept of learning is understanding. A more robust analysis at Level 2 would be the degree to which the participant actually understood, not just acquired, the knowledge in the training activity. Understanding is pivotal to the participant’s ability to improvise, adapt, combine or extend the knowledge in on-the-job application. It’s one thing to remember the training content, but another thing to fundamentally understand it.

Kirkpatrick Level 2 is a key measure of success for the majority of corporate training. It’s not the only measure, but it’s critical to achieve success at Level 2 in order to have success at other levels.

How is Kirkpatrick Level 2 Learning typically measured?

If the measure is learning and understanding, then some sort of demonstration of that learning is required by the participant. That often means assessment – a demonstration of technique, a submission of an application, or passing an exam. Let’s examine a few different ways to obtain a demonstration of learning in your training programs, along with how Tribal Habits can automate or assist in Level 2 measurement.

It is also worth noting that a Level 2 measure is not always required. For some training, a simple acknowledgement of completion may be enough. For other topics, demonstration of behavioural change is more critical (Level 3).

Measuring Kirkpatrick Level 2 with quizzes

Let’s start with the easiest and most popular measure – a quiz. Quizzes work well as both the training creator and the training participant immediately understand the concept. So there should not be confusion about the application of a quiz – and don’t underestimate the benefit of that, compared to other, more complex types of assessments.

Quizzes typically test for three levels of learning.

Recall. Can the participant remember critical information? Tests of recall should focus on information that the participant would likely need ‘in the moment’ of their job or would be expected to know by heart. If someone doesn’t really need instant recall of that knowledge, then a recall quiz is a poor choice. That being said, recall quizzes can also be used simply to test if a participant was paying attention, but that’s not really testing for learning in the spirit of Level 2 analysis. Examples…
1. What is the correct order to start this machine?
2. What is the only exception to the use of this product?
Understanding. Did the participant understand any information that may be complex or misinterpreted? These quizzes are actually used to help calibrate the learning – to check if the participant correctly understood the content. In this respect, these quizzes sometimes actually help with the transfer of knowledge, rather than measure the success of that transfer. Several quick quizzes after new content can be very effective as a learning tool, as well as later being used to verify understanding. Examples…
1. Select all of the incorrect uses of this service from this list.
2. Select the true statement from the list below.
Application. Can the participant correctly apply the knowledge to given scenarios? These quizzes are now testing the ability to use the knowledge. These are typically ‘What if?’ quizzes, with participants having to interpret scenarios and apply the right knowledge. These are excellent quizzes for Level 2 and would typically come at the end of a training event as a real measure of success.
1. What would be the correct response to this situation?
2. Why is the following response incorrect?

I have used the word ‘quiz’ quite broadly here. Quizzes can be anything from true/false, multiple choice, hot-spot, short answer, drag and drop, ranking or ordering, or long answer. We can dive into different quiz types in another topic – for now, let’s keep the focus on the objective of quizzes as discussed above.

Quizzes in Tribal Habits

There are lots of different ways to create your quizzes in Tribal Habits.

First, creators can use the Quiz element to create list-based quizzes anywhere in their topic – multiple choice, single choice, true/false, scenarios and so on. Creators can use a series of quizzes at the end of an idea to quickly check understanding and calibrate the learning. Quizzes take moments to create and include several templates to get you started.

Second, creators can enable a dedicated assessment module in their topic, with a specified number of quizzes and a minimum pass mark. Tribal Habits will then sweep your topic and select quizzes to create a different assessment for each explorer. This means you can use the same quiz within the topic and again in the assessment with no additional work. Alternatively, you can create new quizzes that are tagged only for the assessment, with the ability to create those quizzes anywhere in the topic where you are inspired by the content.

Measuring Kirkpatrick Level 2 Learning: Reflection

An alternative Level 2 measure is to ask participants to complete self-reflection exercises. The results from these exercises need to be shared with other participants and/or reviewed by a training facilitator.

Self-reflection is often a very revealing measure of learning. Participants who engaged with, and understood, the training usually find self-reflection very easy. They can readily summarise key lessons and how they will apply them. Participants who didn’t engage or understand the content typically struggle with self-reflection. The lack of learning is revealed in shallow or generic self-reflection.

Self-reflection exercises can be completed at the end of a training session as an excellent way for participants to both embed new knowledge and reveal to the facilitator the success of learning. A robust self-reflection discussion or activity will clearly highlight Level 2 success.

Reflection can also occur post-training in a 1:1 debrief with a manager, coach or key stakeholder.

Reflection in Tribal Habits

Let’s provide an example of this idea within the Tribal Habits system. Creators can enable built-in ‘Reflection questions’ in any topic. Tribal Habits then automatically creates regular reflection interactions for explorers throughout your topic.

Explorers will be asked to answer a variety of different types of reflection questions, with their answers copied into their journal for review by their manager or other stakeholder. Answers from explorers can easily be reviewed by topic creators or admins, as well as exported for additional reporting as a detailed qualitative measure of Level 2 success.

From a learning point of view, explorers can also review the reflections of their colleagues. This provides another learning moment, as they compare and contrast reflections.

Measuring Kirkpatrick Level 2 Learning: Activities

A final and very sophisticated demonstration of learning would be an activity. This is essentially an assessment that requires a human review of a demonstrated application of the learning. For example, in learning how to use a piece of software, participants might be required to then use that software to complete an example task. Their work would need to be reviewed by a manager or facilitator to finalise the activity.

The use of case studies, templates, or examples is typical for this demonstration of learning. This means this level of success is the most time-consuming to both create – as it requires stimulus for the explorer – and to review. But it will give the highest possible demonstration of learning. The more critical or complex the topic, the greater the need for this level of demonstration. You can’t get an open driver’s license just with a written exam, for example!

Activities in Tribal Habits

Activities like this can be difficult to coordinate and organise, especially for large groups or ongoing training. But that is something Tribal Habits can help with!

Any topic in Tribal Habits can include one or more tracked activities. Creators can simply add a new activity with just a few pieces of information. Activities can include files (case studies, templates) and deadlines (which will enable reminders). Activities might be to complete a detailed assessment, use a piece of software, respond to a case study, draft a document, or conduct a role-play with a manager.

Activities include built-in quantitative and qualitative reporting. Notifications can be enabled to inform managers, facilitators and/or related stakeholders when each explorer starts an activity, is overdue in completing an activity, or completes the activity. In combination, these options allow for a series of automated activities, including data capture, providing the ultimate measure of level 2 success! Almost all of Tribal Habits Marketplace’s topics have 1-3 built-in activities to automate this detailed Level 2 measurement.

Good Kirkpatrick Level 2 Learning reporting allows for training improvement

Good Kirkpatrick Level 2 reporting allows for training improvement

Level 2 measurement is only useful if you act on what it tells you. Low quiz scores on application questions suggest the training isn’t building the right kind of understanding — not just that learners need to try harder. Shallow reflection responses often point to content that isn’t concrete or specific enough to be memorable. Activity submissions that vary widely usually mean the expected standard wasn’t communicated clearly.

The goal isn’t to collect evidence for its own sake. It’s to have clear enough data to know what to improve next — and to be able to show stakeholders that training is doing more than generating completion records.

Why this guidance matters

Kirkpatrick Level 2 can look straightforward on paper, but good learning measurement depends on choosing the right type of evidence for the topic, the learner, and the level of risk involved. At Tribal Habits, we help organisations move beyond simple completions by capturing clearer evidence of knowledge, understanding, and practical application.

That matters because not every topic needs the same type of Level 2 measurement. Some topics only need a quick knowledge check. Others need reflection, scenarios, or human-reviewed activities to show whether the learner can genuinely apply what they have learnt.

Kirkpatrick Level 2 Learning: Quick answers

What is Kirkpatrick Level 2 Learning?

Kirkpatrick Level 2 Learning measures whether participants actually gained the intended knowledge, skills, understanding, confidence, or commitment from training.

In simple terms, it answers the question: did the learner actually learn something meaningful? That might mean remembering key information, correctly interpreting guidance, or applying knowledge to a realistic scenario.

What does Level 2 actually prove?

Level 2 helps prove that learning took place during or immediately after training. It provides stronger evidence than a completion record or satisfaction score because it asks the learner to demonstrate understanding in some way.

That demonstration might be a quiz, a scenario response, a reflection, a practical activity, or another form of assessment. What matters is that the learner shows evidence of understanding, not just attendance.

What are the best ways to measure Kirkpatrick Level 2 Learning?

The best Level 2 method depends on the topic.

For many workplace training topics, the most practical options are:

Quizzes to test recall, interpretation, and applied judgement
Reflection questions to reveal understanding in the learner’s own words
Practical activities to show whether a learner can use knowledge in context

The right choice depends on how important the topic is, how complex it is, and what kind of mistakes would matter most on the job.

When should you use quizzes, reflection, or activities?

Use quizzes when you need a fast, scalable way to confirm knowledge and understanding.

Use reflection when the training involves judgement, interpretation, communication, or personal insight.

Use activities when the learner must demonstrate that they can perform a task, apply a process, or produce work to an expected standard.

In practice, strong training often uses a mix of all three.

Example Kirkpatrick Level 2 questions and evidence types

Here are a few practical examples of Level 2 evidence:

Recall
What is the correct first step in this process?

Understanding
Which of the following actions would be non-compliant, and why?

Application
What should you do in this scenario based on the policy you just completed?

Reflection
What is the most important thing you learnt in this module, and how will you apply it in your role?

Activity
Complete this task, case study, role-play, or template and submit it for review.

These are all stronger than a simple completion tick because they ask the learner to show what they actually took from the training.

How to interpret Level 2 results properly

Level 2 data becomes useful when you look for patterns rather than isolated outcomes.

For example:

If learners pass recall questions but fail scenario questions, the content may support memory but not application
If reflection answers are shallow, the topic may not be clear, engaging, or specific enough
If activity submissions vary wildly, the standard may not have been explained clearly enough
If one team performs much better than another, you may have a manager support, role-context, or prior knowledge gap

This is where Level 2 becomes powerful. It helps you see whether the issue is the learner, the content, the assessment design, or the training context.

Common Mistakes When Measuring Kirkpatrick Level 2 Learning

1. Measuring recall instead of understanding

A learner can remember a fact without truly understanding what it means in practice.

2. Using the same assessment style for every topic

Not every training topic should be measured with the same quiz format or pass mark.

3. Making assessments harder than the job itself

Assessment should reflect real workplace expectations, not become an academic hurdle.

4. Treating completions as proof of learning

Completion tells you someone finished the training. It does not prove that they understood it.

5. Collecting evidence without improving the training

Level 2 data only matters if you use it to improve clarity, relevance, structure, and assessment design.

Common mistakes when measuring Kirkpatrick Level 2 Learning

How Tribal Habits supports Kirkpatrick Level 2 measurement

The three Level 2 methods covered in this article — quizzes, reflection, and activities — are all built into the Tribal Habits platform and available in every topic.

Quizzes can be placed throughout a topic for in-context knowledge checks, or pulled together automatically into a graded end-of-topic assessment with a set pass mark. Tribal Habits generates a different assessment for each learner by sweeping the topic’s quiz bank, which reduces the risk of shared answers without requiring the creator to build multiple versions.

Reflection is handled through built-in Reflect elements, where learner responses are captured in their journal and are available to admins and topic creators for review or export. Learners can also see how their peers responded, which adds a social learning dimension without any extra admin overhead.

Activities are tracked end-to-end in the platform. Creators set the task, attach any files or templates, configure a deadline, and Tribal Habits handles reminders, submission notifications to managers or assessors, and qualitative reporting on responses.

All three evidence types feed into the same reporting dashboard alongside completion data — so admins aren’t switching between systems to get a full picture of how a topic is performing.

If you want to see what Level 2 reporting looks like across a real topic library, book a demo and we’ll walk you through it.

Book a demo with Tribal Habits

FAQs about Kirkpatrick Level 2 Learning

Is a quiz enough for Level 2 Learning?

Sometimes. For straightforward knowledge topics, a well-designed quiz may be enough. For more complex topics, reflection or practical activities often provide stronger evidence.

What is the difference between Level 1 and Level 2?

Level 1 measures reaction. Level 2 measures learning. In other words, Level 1 asks how people felt about the training, while Level 2 asks what they actually learnt. The current article series already frames Level 1 as reaction and Level 2 as learning.

Does Level 2 prove people will change their behaviour at work?

No. Level 2 shows that learning happened. It does not prove workplace behaviour has changed yet. That sits more closely with Level 3 in the Kirkpatrick model, which this article series also references.

What makes a good Level 2 assessment?

A good Level 2 assessment matches the learning objective, reflects real work expectations, and gives clear evidence of understanding or application.

Should every training course include Level 2 measurement?

No. Some topics only need completion or acknowledgement. Others justify deeper learning evidence. The existing article already makes this point, so this FAQ reinforces rather than changes the page.

What should you do if Level 2 scores are low?

Review the training design first. Check whether the content was clear, whether the examples were realistic, whether the assessment matched the objective, and whether the learner had the right context before starting.

Final word

Kirkpatrick Level 2 Learning is one of the clearest ways to show whether training is doing more than just being completed. When learners can demonstrate knowledge, understanding, and practical application, you have much stronger evidence that the training is delivering real value.

The goal is not to assess everything in the same way. The goal is to choose the right type of evidence for the topic, then use that evidence to improve training over time.

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