DESIGNING AND CONDUCTING FORMATIVE EVALUATIONS

Lt. D. D. Driver

Overview

Studies have shown that thousands of the instructional products sold in the United States each year have not been evaluated with learners and revised prior to distribution

Objectives

Describe the instruments used in a formative evaluation

Develop an appropriate formative evaluation plan and construct instruments for a set of instructional materials or an instructor presentation

Collect data according to a formative evaluation plan for a given set of instructional materials or instructor presentation

Overview

Other studies have demonstrated that simply trying out materials with a single learner and revising the materials on the basis of that data can make a significant difference in the effectiveness of materials

Overview

This component of the instructional design model therefore emphasizes the necessity of gathering data from members of the target population about the use and effectiveness of materials and using that information to make the materials even more effective

Formative Evaluation Designs Formative

EvaluationThe process

designers use to obtain data for revising their instruction to make it more efficient and effective.

Summative Evaluation

When the instruction is now in its final form, and it is appropriate to com-pare it with other similar forms of instruction.

Role of Subject-Matter, Learning, and Learner Specialists It is important to have the instruction

reviewed by specialists Share the first draft of the instruction

with a person who is familiar with the target population

Be sensitized to potential problems before learners become involved

One-to-One Evaluation with Learners Identify and remove the most obvious

errors in the instruction Obtain initial performance indications

and reactions to the content by learners

Small-Group Evaluation

Small-Group Evaluation

First, determine the effectiveness of changes made following the one- to- one evaluation and identify any remaining learning problems that learners may have.

Second, determine whether learners can use the instruction without interacting with the instructor.

Field Trial

Attempt to use the learning context that closely resembles the intended context for the ultimate use of the instructional material

The designer should not play a role in this part.

Formative Evaluation in the Performance Context

Skills Design Site Skills Testing site

Formative Evaluation of Selected Materials The instructor who conducts a field trial

should be able to observe the progress and attitudes of learners using a set of adopted or adapted materials.

Formative Evaluation of Instructor-Led Instruction Purpose is to determine whether the

instruction is effective and decide how to improve it

The instructor should be concerned with the entry skills and prior knowledge, the posttest knowledge, and the attitudes of learners

Data Collection for Selected Materials and Instructor-Led Instruction It is critically important that any

equipment to be used during instruction is in good running order

The environment in which the field trial is conducted must be conducive to learning.

Concerns Influencing Formative Evaluation Context concerns Concerns about Learners Concerns about Formative Evaluation

Outcomes Concerns with Implementing Formative

Evaluation

Problem Solving during Instructional Design

Designing and Conducting Formative Evaluations Review Formative Evaluation Activities Small Group Evaluations Field Trail Formative Evaluation of Selected

Materials and Instructor- Led Instruction

Summary

Formative evaluation of instructional materials is conducted to determine the effectiveness of the materials and to revise them in areas where they are ineffective.

Designing and Conducting Formative Evaluations https://

www.youtube.com/watch?v=ZdLtYvvdVMY

Questions and Discussion

D. D. Driver 334-354-6403