Designing and conducting formative evaluations chapter 10
- 1. DESIGNING AND CONDUCTING FORMATIVE EVALUATIONS Tieka Wilkins
- 2. BACKGROUND A formative evaluation, evidence of an instructional program’s worth is gathered for use in program while it is making decisions about how to revise being developed.
- 3. OBJECTIVES Describe the purpose for various stages of formative evaluation of instructor-developed materials. Describe the instruments used in formative evaluation
- 4. FORMATIVE EVALUATION The collection of data and information during the development of instruction that can be used to improve the effectiveness of the instruction To obtain data that can be used to revise the instruction to make it more efficient and effective.
- 5. LEARNER SPECIALIST SME may be able to comment on the accuracy and currency of the instruction. Learning specialist- may be able to critique your instructions related to what is known about enhancing that particular type of learning Learner specialist-may be able to provide insights into the appropriateness of the material for the eventual performance context.
- 6. 3 PHASES OF FORMATIVE EVALUATION One-to-One Evaluation Small –Group Evaluation Field Trial
- 7. ONE TO ONE EVALUATION One learner at a time reviews the instruction with the evaluator. The evaluator observes the learner using the instruction, notes the learners comments, and questions the learner during and after the instruction.
- 8. SMALL GROUP EVALUATION To determine the effectiveness of changes made following the one-to-one evaluation.
- 9. FIELD TRIAL To determine whether the changes/revision in the instruction made after the small group stage were effective.
- 10. DESIGN REVIEW Design Review Expert Review One-to-One Small Group Field Trial Ongoing Evaluation
- 11. DESIGN REVIEWS (ASK THESE QUESTIONS) Does the instructional goal match the problem identified in the needs assessment? Does the learner & environmental analysis match the audience? Does the task analysis include all the prerequisite skills? Are the test items reliable and valid, and do they match the objectives?
- 12. EXPERT REVIEW Is the content accurate & up-to-date? Does it present a consistent perspective? Are examples, practice exercises, & feedback realistic & accurate? Is the pedagogy consistent with current instructional theory? Is the instruction appropriate to the audience?
- 13. ONE-ON-ONE REVIEW Is the message clear? What is the impact on: learner attitudes achievement of objectives & goals Feasibility of training
- 14. SMALL GROUP REVIEW Look for the effects caused by the changes made in the one-to- one review Identify any remaining learning problems
- 15. FIELD TRIALS (REVIEW) Look for effects in changes made in small group Can the instruction be used in the context in which it was intended
- 16. ONGOING EVALUATION VIEWED THROUGH THE LENS OF: Project Size Life span of content Audiences change One-To-One Small Group Tryouts Field Trials
- 17. LEARNER EVALUATION “TESTING” Do learners understand the instruction? Do they know what to do during the practice & the tests? Can they interpret graphics in the text? Can they read all the material? How much time does it take?
- 19. This chapter allows me to understanding the difference in evaluation. When trying to get an understanding on the learners capability as an instructor, to identify the intellectual level. As a life learner I know how to change the scene to fit each individual or group setting.