This document discusses formative evaluation, which involves collecting data during instructional design to improve effectiveness. It covers: - Formative evaluation designs, and the role of subject matter experts, learning specialists, and learners. - One-on-one, small group, and field evaluations to identify problems and ensure instructions can be used as intended. - Evaluating instructional strategies, materials, instructor-led instruction, and the performance context. - Important concerns like the evaluation context, learners, outcomes, and implementation. - Using evaluations to solve problems and make decisions about instructional components.

1. Raheen Brooks

2.  This presentation will show how formative evaluations
are used, and how they are designed and conducted.

3. The objectives of this chapter will consist of
 Formative Evaluation Designs
 Role of Subject-Matter, Learning, and Learning Specialist in Formative
Evaluation
 One-to-one Evaluation with Learners
 Small-Group Evaluations
 Field Trip
 Formative Evaluation in the Performance Context
 Formative Evaluation of Selected Materials
 Formative Evaluation of Instructor-Led instruction
 Data Collection for Selected Material and Instructor-Led instruction
 Concerns Influencing Formative Evaluation
 Problem Solving during Instructional Design

5. Formative evaluation is the collection of data and
information during the development of instruction that
can be used to improve the effectiveness of instruction.
The process is typically used by designers to make their
instructions more effective and efficient.

7.  The evaluation design needs to yield information about
the location of and the reasons for any problem. This
prevents the evaluation that is too narrow or too broad.
 The instructional strategy is the framework for the
design. The components will help you create questions
that will allow you to evaluation instruction better.

8. There are five questions that are asked to evaluate the components
of the instructional strategy
1. Are the materials appropriate for the type of learning outcome?
2. Do the materials include adequate instruction on the
subordinate skills, and are these skills sequenced and clustered
logically?
3. Are the materials clear and readily understood by
representative members of the target group
4. What is the motivational value of the materials? Do the
learners find the materials relevant to their needs and interests?
Are they confident as they work through the materials? Are
they satisfied with what they have learned?
5. Can the materials be managed efficiently in the manner they
are mediated?

9. It is important to have instruction reviewed by specialists
 SMEs may be able to comment on the accuracy and
currency of the instruction.
 Learning specialist may be able to critique your
instruction 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.

10. The purpose of one-to-one evaluation is to identify and
remove the most obvious errors in the instruction and to
obtain initial performance indications and reactions to the
content by learners
The three criteria are:
1. Clarity: the message, or what is being presented to
the target learners
2. Impact: the impact the instruction haves on individual
learner’s attitudes and achievements
3. Feasibility: How feasible is the instruction given the
available resources

11. Small group evaluation have two main purposes. The
first one is to identify the effectiveness of changes made
following the one-to-one evaluation and identify the
remaining learning problems that learners may have. The
second one is used to determine whether learners can use
the instruction without interacting with the instructor.

12. Field trip is the third stage of formative evaluation, and it
refers to the evaluations of the program and product in
the setting in which it is intended to be used. It is used to
determine whether the changes in instruction are made
after the small groups stage were effective and to also see
whether the instruction can be used in the context for
which it was intended.

13. The goal of the performance context formative evaluation
is to make three fundamental determinations
1. Do the learners find that it is appropriate to use their
new skills in the workplace and have they been doing
so
2. If they have been used, what has been the impact on
the organization
3. What suggestions do the learners and other that they
work will have for improvising the instruction

14.  Selected materials formative evaluation concludes that
the instructor chooses existing materials be there is
seldom tie to or resources to conduct all faces of the
evaluation. In this case, the instructor should proceed
directly to the field trial.
 The instructor who conducts a field trial is able to
observe the progress and attitudes of learners using a
set od adopted or adapted materials.

15.  Formative evaluation of instructor-led instruction is
done to determine whether the instruction is effective
and decide how to improve it. It functions just like the
field trial.
 To prepare, the instructor must be concerned with the
entry skills and prior knowledge, the posttest
knowledge, and the attitudes of learners.
 This is an opportunity to evaluate instructional
procedures

16.  Information dealing with collection of data in a field
trial of original instructional materials applies equally
well to date collection procedures used in the
evaluation of selected materials and instructional
procedures

17. There are several concerns about the formative
evaluation context and the learners who participated in
the evaluation that the designer should keep in mind
when planning and implementing data-collection
procedures
1. Context concerns
2. Concerns about Learners
3. Concerns about Formative Evaluation Outcomes
4. Concerns with Implementing Formative Evaluation

18. The purpose is to make a decision about what to do with
a particular unit of instruction. The designer could collect
enough date in the formative evaluation about the
illustrations to make at least a tentative decision about
their continued use in instruction

19.  As a change agent, formative evaluations must be done
regularly to ensure that information and content is kept
current

20. Raheen Brooks