2. Formative
Assessment/Evaluation
Dick and Cary define Formative
Evaluation as “The process designers
use to obtain data for revising their
instruction (Dick, Carey & Carey, 2009).”
3. What does that mean?
As designers it means that we have to
find ways (through assessments) to
determine if our instruction is effective.
Is your intended audience learning what
you intended?
4. How? How do we find ways (evaluate) if
our instruction is effective?
One-to-one: working with a learner to acquire
information from them and then revise the material
to improve it’s effectiveness
Small Group: Working with a small amount of
learners who are assessed on the instruction. The
results are then analyzed, the material can then be
revised to improve it’s effectiveness.
Field trial: I think of this stage similar to an
experiment. Because the assessment is given in
an environment that simulates the environment
that the instruction would be given in. The results
are analyzed and then the material can be revised.
6. Putting it together.
Create- a chart or graph that lists the concepts that you use to
create your instruction.
Question-
the materials you used-do they make sense? Are they geared
towards your audience? Have you addressed different learning
personalities?
the process you used to create the materials-is it clear? , Are
the directions clear? Does the learner understand what to do?
Evaluate
Assess learners.
Compare
Compare your data in your chart or graph to assess your
instructional needs.
REVISE!!!
7. Examples
One-on-one: Having an individual go through your
learning module, take the assessment and provide
feedback.
Group: Explaining the directions to a group of diversified
learners in your learning module and allowing the
learners to complete the module. Have students
answer a questionnaire to assess the effectiveness of
your module.
Field Trial: After revising the learning module from the
analyzed data of group assessment- a designer
chooses a group to “test” the revision on. In this
example the designer does not interact with the
learners. The goal is to see if the instruction is effective
on its own. The learners also fill out a questionnaire.
8. Sources Cited
Dick, W., Carey, L., & Carey, J. (2009).
The systematic design of instruction.
(7th ed., pp. 257-283). Columbus, OH:
Pearson.
