Formative Evaluation - Instructional Design and Development
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Formative evaluation is a process used during instructional development to collect feedback and identify errors. It involves expert reviews, one-on-one evaluations, small group evaluations, and field trials. The purpose is to identify specific issues and make revisions to improve effectiveness and efficiency. Expert reviewers with subject matter expertise comment on accuracy and currency. One-on-one evaluations identify obvious errors and get initial reactions from representative learners. Small group evaluations determine if revisions addressed learning problems and if learners can use the instruction independently. Field trials test the materials in the intended setting with a large sample to ensure changes were effective. Formative evaluation should be used on new and existing materials to continually improve instruction.
Formative Evaluation - Instructional Design and Development
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- 3. What is formative evaluation? Let’s start with the definition.
- 4. Cronbach(1975) and Scriven, Tyler, and Gagne (1967). Formative evaluation is the collection of data and information during the development of instruction that can be used to improve the effectiveness of the instruction. Dick, Carey and Carey (2015) Formative evaluation is the process designers use to obtain data for revising their instruction to make it more efficient and effective.
- 5. The purpose of formative evaluation is to pinpoint or find specific errors in the materials in order to correct or revise them.
- 6. The Phases of Formative Evaluation One-to-One Evaluation Expert Review Small Group Evaluation Field Trial
- 7. Expert Review A subject-matter expert (SME) is a type of reviewer outside the project who has special expertise in the content area of the instruction, should comment on the accuracy and currency of the instruction. It is important to have the experts or specialists in reviewing the instruction because they are knowledgeable about the content area and the target population.
- 8. The Example of Expert Review
- 9. The purposes of one-to-one evaluation are to identify and remove the most obvious errors in the instruction and to obtain initial performance indications and reactions to the content by learners. The designer selects three learners who represent the range of ability in the group, such as: ⊙ Above average ⊙ Average ⊙ Below average One-to-One Evaluation
- 10. Place your screenshot here Criteria There are three main criteria and decisions designer should make during evaluation: ⊙ Clarity ⊙ Impact ⊙ Feasibility
- 11. The Procedure of Conducting One-to-One Evaluation 1. Identify learners to be the target population. 2. Prepare standard interview questions for the learners. 3. Design standard forms to record learners’ reactions during instruction. 4. Prior to the instruction. 5. Manage the evaluation using questions and data collection tools. 6. Close the evaluation by administering any data collection instruments. 7. Review and analyse the data to develop recommendations. 8. Revise the instruction if needed. 9. Repeat the evaluation using different learners.
- 12. The Example of One-to-One Evaluation
- 13. The purposes of small group evaluation are to determine the effectiveness of changes made following the one-to-one evaluation and identify any remaining learning problems that learners may have, and to determine whether learners can use the instruction without interacting with the instructor. The designer select a group of approximately eight to twenty learners in accordance with: ⊙ Low, average, and high achieving students. ⊙ Learners with various native language. ⊙ Learners who are familiar with procedures and who are not. ⊙ Younger or inexperienced learners as well as more mature learners. Small Group Evaluation
- 14. The Procedure of Conducting Small Group Evaluation 1. Prepare evaluation questions in pretest and posttest. 2. Design additional tools for data collection. 3. Prepare the learning environment. 4. Prepare the instructor. 5. Manage the evaluation. 6. Ensure that tests and questionnaires are administered appropriately. 7. Debrief the learners and instructors at the evaluation’s conclusion. 8. Organize and review the evaluation data gathered to infer relationships and conclusions and to make suggestions for revising material. The Example of Small Group Evaluation
- 15. The purposes of field trial are to determine whether the changes in the instruction made after the small group stage were effective, and to see whether the instruction can be used in the intended setting. The designer tries out the material in a group of about thirty learners under intended conditions. Field Trial
- 16. The Procedure of Conducting Field Trial 1. Select an appropriate sample from the target population. 2. Distribute the instructional materials as well as the instructor’s guide to the instructor conducting the field test, 3. Discuss any instructions or special considerations that may be needed if it is out of context. 4. Personally play a minimal role in the field trial. 5. Summarize the data you have collected.
- 17. The Example of Field Trial Result
- 18. In conclusion, formative evaluation should be conducted on newly developed materials as well as existing materials in order to pinpoint specific faulty areas and to suggest how it should be revised.
- 19. Thanks! Any questions? You can find me at instagram @royalmariadi
- 20. References Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of Instruction (8th Edition). United States of America: Pearson. Pitaloka, N. L. (2014). Developing interactive multimedia with local-content-based narrative texts for grade eight. Lingua, Jurnal Bahasa & Sastra, 15(1). Page 1 – 22. Retrieved from https://www.semanticscholar.org/paper/Developing-Interactive- Multimedia-with-Narrative- Pitaloka/42a6599f32f01ed6ab9d624a9a9b2dd0822efc74#citin g-papers https://www.itma.vt.edu/courses/appliedid/lesson_10.php
- 21. QnA Session 1. Name 2. Name 3. Name