Formative evaluation is used to improve instructional materials during the development process and has three stages: 1) one-to-one evaluation identifies obvious errors and gets initial learner feedback; 2) small group evaluation determines if changes address problems and how learners use unguided materials; 3) field trials assess if changes are effective in the intended context. The evaluation should ask questions about each material component's appropriateness, clarity, motivation, and efficiency. Specialists provide feedback on accuracy, learning enhancement, and appropriateness for outcomes.

1. Designing and Conducting
Formative Evaluations
Christopher Walker

2. Background
This presentation will present
information on formative
evaluations, their use the design and
conduct of them

3. Objective
Discussion and clarity on the following:
• Describe the purposes for and various stages of formative evaluation of
instructor-developed materials, instructor-selected materials, and instructor-
presented instruction
• Describe the instruments used in a formative evaluation
• 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. Dick and Carey’s Model

5. What is Formative Evaluation?
• Formative evaluation is applied to the initial
development of instruction
• It has three stages
• It was originally used as a process to improve
instruction after the first draft of instruction was
developed

6. Formative Evaluation Designs
• The instructional strategy is the framework for the design. The components will
help you create questions that will allow you to evaluate instruction better
• The evaluation design needs to yield information about the location of and the
reasons for any problems. This prevents the evaluation that is too narrow or too
broad

7. What questions should be asked about each
component of the materials?
• Are the materials appropriate for the type of learning outcome?
• Do the materials include adequate instruction on the subordinate skills, and are
these skills sequenced and clustered logically?
• Are the materials clear and readily understood by representative members of
the target group?
• What is the motivational value of the materials?

8. What questions should be asked about each
component of the materials? continued
• Can the materials be managed efficiently in the manner they are
mediated?
• Do the learners find the materials relevant to their needs and
interest?
• Are they confident as they work through the materials?
• Are they satisfied with what they have learned?

9. Learning and Learner Specialist
in Formative Evaluation
• SMEs may be able to comment on the accuracy and currency of the instruction
• Learner specialist may be able to provide insights into the appropriateness of
the material for the eventual performance content
• Learning specialist may be able to critique your instructions related to what is
known about enhancing that particular type of learning
• Always remember that it is imperative to have all instruction reviewed by a
specialist

10. One-to-one evaluation with learners
• The purpose of one-to-one evaluation is to identify and remove the mist obvious
errors in the instruction and to obtain initial performance indications and
reactions to the content by learners in several areas
• Clarity
• Impact
• Feasibality

11. One-to-one evaluation with learners

12. Small group evaluation
• Small group evaluation has two main purposes.
• 1. to determine the effectiveness of changes made by one-to-one evaluation and
identify any remaining problems associated with learners
• 2. small group evaluation is used to determine how learners will use the instruction
without the interaction of the instructor

13. Small group evaluation

14. Field Trial
• Field trial is the third stage in the formative evaluation
• Its used to determine whether the changes in the instruction after the small
group stage was effective or more changes need to be made
• It determines if the instruction can be used in the context in which it is intended

15. Field trial evaluation

16. Formative evaluation in the performance
context
• The purpose of the performance context formative evaluation is to make three
fundamental determinations
• 1. what has been the impact on the organization
• 2. what suggestions do the learners and others think can improve the
instruction
• 3. the learners how do they feel about using their new skills in new settings and
have they been successful in using them

17. Formative evaluation of selected materials
• The instructor that conducts a field trial us able to observe the progress and
attitudes of learners using a set of adopted or adapted materials
• Materials of formative evaluation concludes that the instructor choose existing
materials and resources.

18. One-to-one
• Participation by SMEs
• A. You should provide the expert with
the following
• B. You should be looking for
verification of the following
• C. The number of SMEs you should
approach for assistance varies with
the complexity of the information and
skills covered in your materials
Small group evaluation
• Identify a group of learners that
typifies your target population
• Arrange for a group to participate
• During the pretest, instruction, and
posttest make notes about
suggestions for instructors
• Administer the pretest of required
entry skills
Examples

19. Lifelong
Learner
Summary
As a change agent, formative evaluation
is to be done regularly. This ensures that
the information or data that is obtained
is current

20. cwalker6541@myasu.alasu.edu
Christopher Walker