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DESIGNING AND CONDUCTING FORMATIVE EVALUATIONS Tieka Wilkins
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.
OBJECTIVES
Describe the purpose for various stages of formative evaluation of instructor-developed materials.
Describe the instruments used in formative evaluation
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.
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.
3 PHASES OF FORMATIVE EVALUATION
One-to-One Evaluation
Small –Group Evaluation
Field Trial
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.
SMALL GROUP EVALUATION
To determine the effectiveness of changes made following the one-to-one evaluation.
FIELD TRIAL
To determine whether the changes/revision in the instruction made after the small group stage were effective.
DESIGN REVIEW
Design Review
Expert Review
One-to-One
Small Group
Field Trial
Ongoing Evaluation
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?
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?
ONE-ON-ONE REVIEW
Is the message clear?
What is the impact on: learner attitudes
achievement of objectives & goals
Feasibility of training
SMALL GROUP REVIEW
Look for the effects caused by the changes made in the one-to-one review
Identify any remaining learning problems
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
ONGOING EVALUATIONVIEWED THROUGH THE LENS OF:
Project Size
Life span of content
Audiences change
One-To-One
Small Group Tryouts
Field Trials
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?
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.
