Designing and Conducting Formative evaluations

1. DESIGNING AND CONDUCTING
FORMATIVE EVALUATIONS
Tieka Wilkins

2. 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.

3. OBJECTIVES
 Describe the purpose for various stages of formative evaluation
of instructor-developed materials.
 Describe the instruments used in formative evaluation

4. 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.

5. 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.

6. 3 PHASES OF FORMATIVE EVALUATION
 One-to-One Evaluation
 Small –Group Evaluation
 Field Trial

7. 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.

8. SMALL GROUP EVALUATION
 To determine the effectiveness of changes made following the one-to-one evaluation.

9. FIELD TRIAL
 To determine whether the
changes/revision in the instruction
made after the small group stage
were effective.

10. DESIGN REVIEW
 Design Review
 Expert Review
 One-to-One
 Small Group
 Field Trial
 Ongoing Evaluation

11. 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?

12. 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?

13. ONE-ON-ONE REVIEW
 Is the message clear?
 What is the impact on:
 learner attitudes
 achievement of objectives & goals
 Feasibility of training

14. SMALL GROUP REVIEW
 Look for the effects caused by the changes made in the one-to-
one review
 Identify any remaining learning problems

15. 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

16. ONGOING EVALUATION
VIEWED THROUGH THE LENS OF:
 Project Size
 Life span of content
 Audiences change
 One-To-One
 Small Group Tryouts
 Field Trials

17. 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?

19.  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.

20. SEWHEATT@AOL.COM
Tieka Wilkins