Formative evaluation is a process used during instructional development to collect feedback and identify errors. It involves expert reviews, one-on-one evaluations, small group evaluations, and field trials. The purpose is to identify specific issues and make revisions to improve effectiveness and efficiency. Expert reviewers with subject matter expertise comment on accuracy and currency. One-on-one evaluations identify obvious errors and get initial reactions from representative learners. Small group evaluations determine if revisions addressed learning problems and if learners can use the instruction independently. Field trials test the materials in the intended setting with a large sample to ensure changes were effective. Formative evaluation should be used on new and existing materials to continually improve instruction.

1. Formative
Evaluation
Presented by
Mariadi (06012682024020)

2. 2

3. What is formative
evaluation?
Let’s start with the
definition.

4. Cronbach(1975) and Scriven, Tyler, and Gagne (1967).
Formative evaluation is the collection of data and
information during the development of instruction that can
be used to improve the effectiveness of the instruction.
Dick, Carey and Carey (2015)
Formative evaluation is the process designers use to obtain
data for revising their instruction to make it more efficient
and effective.

5. The purpose of formative
evaluation is to pinpoint
or find specific errors in
the materials in order to
correct or revise them.

6. The Phases of Formative Evaluation
One-to-One
Evaluation
Expert
Review
Small Group
Evaluation
Field Trial

7. Expert
Review
A subject-matter expert (SME)
is a type of reviewer outside the
project who has special expertise
in the content area of the
instruction, should comment on
the accuracy and currency of the
instruction.
It is important to have the
experts or specialists in reviewing
the instruction because they are
knowledgeable about the
content area and the target
population.

8. The Example of Expert Review

9. The purposes of one-to-one evaluation are 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 designer selects three learners who represent
the range of ability in the group, such as:
⊙ Above average
⊙ Average
⊙ Below average
One-to-One
Evaluation

10. Place your screenshot here
Criteria
There are three main
criteria and decisions
designer should make
during evaluation:
⊙ Clarity
⊙ Impact
⊙ Feasibility

11. The Procedure of Conducting One-to-One Evaluation
1. Identify learners to be the target population.
2. Prepare standard interview questions for the learners.
3. Design standard forms to record learners’ reactions during
instruction.
4. Prior to the instruction.
5. Manage the evaluation using questions and data collection
tools.
6. Close the evaluation by administering any data collection
instruments.
7. Review and analyse the data to develop recommendations.
8. Revise the instruction if needed.
9. Repeat the evaluation using different learners.

12. The Example of
One-to-One Evaluation

13. The purposes of small group evaluation are to determine
the effectiveness of changes made following the one-to-one
evaluation and identify any remaining learning problems that
learners may have, and to determine whether learners can
use the instruction without interacting with the instructor.
The designer select a group of approximately eight to twenty
learners in accordance with:
⊙ Low, average, and high achieving students.
⊙ Learners with various native language.
⊙ Learners who are familiar with procedures and who are not.
⊙ Younger or inexperienced learners as well as more mature
learners.
Small
Group
Evaluation

14. The Procedure of Conducting
Small Group Evaluation
1. Prepare evaluation questions in pretest
and posttest.
2. Design additional tools for data collection.
3. Prepare the learning environment.
4. Prepare the instructor.
5. Manage the evaluation.
6. Ensure that tests and questionnaires are
administered appropriately.
7. Debrief the learners and instructors at the
evaluation’s conclusion.
8. Organize and review the evaluation data
gathered to infer relationships and
conclusions and to make suggestions for
revising material.
The
Example
of
Small
Group
Evaluation

15. The purposes of field trial
are to determine whether
the changes in the
instruction made after the
small group stage were
effective, and to see
whether the instruction can
be used in the intended
setting.
The designer tries out the
material in a group of about
thirty learners under
intended conditions.
Field Trial

16. The Procedure of Conducting Field Trial
1. Select an appropriate sample from the target
population.
2. Distribute the instructional materials as well as the
instructor’s guide to the instructor conducting the
field test,
3. Discuss any instructions or special considerations
that may be needed if it is out of context.
4. Personally play a minimal role in the field trial.
5. Summarize the data you have collected.

17. The Example of Field Trial Result

18. In conclusion, formative
evaluation should be conducted
on newly developed materials
as well as existing materials in
order to pinpoint specific faulty
areas and to suggest how it
should be revised.

19. Thanks!
Any questions?
You can find me at
instagram @royalmariadi

20. References Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of
Instruction (8th Edition). United States of America: Pearson.
Pitaloka, N. L. (2014). Developing interactive multimedia with
local-content-based narrative texts for grade eight. Lingua, Jurnal
Bahasa & Sastra, 15(1). Page 1 – 22. Retrieved from
https://www.semanticscholar.org/paper/Developing-Interactive-
Multimedia-with-Narrative-
Pitaloka/42a6599f32f01ed6ab9d624a9a9b2dd0822efc74#citin
g-papers
https://www.itma.vt.edu/courses/appliedid/lesson_10.php

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