Chapter 10 class
Transcript of Chapter 10 class
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DESIGNING AND CONDUCTING FORMATIVE EVALUATIONS
Lt. D. D. Driver
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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
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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
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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
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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
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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.
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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
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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
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Small-Group Evaluation
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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.
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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.
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Formative Evaluation in the Performance Context
Skills Design Site Skills Testing site
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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.
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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
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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.
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Concerns Influencing Formative Evaluation Context concerns Concerns about Learners Concerns about Formative Evaluation
Outcomes Concerns with Implementing Formative
Evaluation
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Problem Solving during Instructional Design
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Designing and Conducting Formative Evaluations Review Formative Evaluation Activities Small Group Evaluations Field Trail Formative Evaluation of Selected
Materials and Instructor- Led Instruction
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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.
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Designing and Conducting Formative Evaluations https://
www.youtube.com/watch?v=ZdLtYvvdVMY
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Questions and Discussion
D. D. Driver 334-354-6403