This document discusses formative evaluation, which involves gathering feedback from learners during the development process to improve instructional materials and presentations before final release. It describes conducting one-on-one evaluations, small group evaluations, and field trials to identify problems and make revisions. Data is collected on learner performance, attitudes, and ability to use materials independently. The goal of formative evaluation is to determine the effectiveness of instruction and identify areas for improvement through revision.

1. DESIGNING AND
CONDUCTING
FORMATIVE
EVALUATIONS
Lt. D. D. Driver

2. 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

3. 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

4. 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

5. 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

6. Formative Evaluation Designs
 Formative
Evaluation
The 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.

7. 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

8. 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

9. Small-Group Evaluation

10. 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.

11. 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.

12. Formative Evaluation in the
Performance Context
Skills Design Site Skills Testing site

13. 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.

14. 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

15. 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.

16. Concerns Influencing Formative
Evaluation
 Context concerns
 Concerns about Learners
 Concerns about Formative Evaluation
Outcomes
 Concerns with Implementing Formative
Evaluation

17. Problem Solving during
Instructional Design

18. Designing and Conducting
Formative Evaluations Review
 Formative Evaluation Activities
 Small Group Evaluations
 Field Trail
 Formative Evaluation of Selected Materials
and Instructor- Led Instruction

19. 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.

20. Designing and Conducting
Formative Evaluations
 https://
www.youtube.com/watch?v=ZdLtYvvdVMY

21. Questions and Discussion
 D. D. Driver
 334-354-6403