Evaluation Strategies For The Program

8 Pages 2007 Words

eneral effectiveness.

Formative Evaluation

The main function of formative evaluation is to identify and correct any design flaws during the process of instructional development. (Gentry) By collecting data and information during instructional development, designers can test and improve program effectiveness. There are many approaches to performing a formative evaluation.

Instructional system designers use a three-step process: 1:1 talk-throughs, small group testing, and field trials. Each of the three steps serves specific purposes and, cumulatively, addresses the on-going revision of a sound instructional design process. (Dick & Carey)

The first step, 1:1 talk-throughs, involves a single learner interacting with the instructional materials and an instructional designer. At the same time the learner is using the instructional materials, she talks with the instructional designer, asking questions or giving reactions. The instructional designer records the learner’s observations, and may also ask the learner questions about how she is interacting with the materials. Talk-throughs also include use of the same assessment instruments that are connected to the instructional module.

After changes and revisions suggested by the talk-throughs have been incorporated into the instruction, a small group of 6-10 typical learners uses the materials. A facilitator, rather than an instructional designer, guides the learners in use of the materials. The designer observes with minimal interruption or interaction with the facilitator and learners. Again, the assessment instruments designed or selected for the module are used. Assessment data is aggregated and analyzed. Additionally, learners’ reactions are measured in some fashion, usually through a brief attitude questionnaire, often referred to as a "smiley sheet." (Gentry)

Field trials are conducted when the materials are at final revision stage. For a field trial, no facilitato...