This document discusses formative evaluation in the context of learning and instructional design, emphasizing its role in assessing and improving educational products and practices. It outlines methods for conducting formative evaluations, including goal specification, data collection, and analysis, as well as the distinction between formative and summative evaluation. The document also references instructional design models such as ADDIE and Dick & Carey to illustrate the evaluation process.

1. learning development institute
www.learndev.org
THE IMPORTANCE OF
FORMATIVE EVALUATION
AND WHAT IS INVOLVED IN DOING IT
JAN VISSER
jvisser@learndev.org
25 February 2006 Formative Evaluation 1

2. learning development institute
www.learndev.org
A DESIGN APPROACH TOWARDS
HELPING PEOPLE TO LEARN
EFFECTIVELY AND EFFICIENTLY
CRITICAL TO ENSURING SUSTAINED
MOTIVATION
25 February 2008 Formative Evaluation 2

3. learning development institute EVALUATION
www.learndev.org
! Sometimes negative connotations because of
questionable uses in the schooling practice,
particularly when resulting labels stuck on
people representing their assumed ‘value’.
! Here: “To examine and judge carefully;
appraise.”
! What? Not people but a product and the practice
of its use.
! Aim: Find out if it works for all intended users
and if it can still be improved.
! If it can be improved, then how?
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4. learning development institute MAKING THINGS WITH A PURPOSE
www.learndev.org
How do you do it?
25 February 2008 Formative Evaluation 4

5. learning development institute THE ADDIE MODEL OF INSTRUCTIONAL
www.learndev.org
DESIGN
Know that
Know what
you are doing
you are doing
it right
ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE
See for instance:
! http://ed.isu.edu/addie/index.html
! http://itsinfo.tamu.edu/workshops/handouts/pdf_handouts/addie.pdf
! http://raleighway.com/addie/
25 February 2008 Formative Evaluation 5

6. learning development institute ANALYZE
www.learndev.org
Ask such questions as:
! Who is learning?
! What will be learned? (Formulate it as
specifically as you can in concrete terms.)
" Three domains: psycho-motor; cognitive (from
labeling to conceptual development, reasoning,
problem solving, creativity); attitude.
" Mind that skills often build on each other, that there
are hierarchies of skills and interconnections.
! In what circumstances will the learning take
place?
! How will it be known that the learning has
occurred?
! What constrains the learning?
! What helps the learning along?
25 February 2008 Formative Evaluation 6

7. learning development institute THE DICK & CAREY MODEL OF
www.learndev.org
INSTRUCTIONAL DESIGN
Revise
Instruction
Conduct
Instructional
Analysis
Design and
Assessing Develop and Conduct
Write Develop Develop
Needs to Select Formative
Performance Assessment Instructional
Identify Instructional Evaluation
Objectives Instruments Strategy
Goal(s) Materials of
Instruction
Analyze
Learners
and Design and
Contexts Conduct
Summative
Evaluation
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8. learning development institute FORMATIVE AND SUMMATIVE
www.learndev.org
EVALUATION
!Summative: Determine overall
effectiveness (after the product has
been completed)
!Formative: Checking on the detail and
finding out what can be changed to
make things work better for the user.
This is typically done while the product
and its intended procedures for use
develop.
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9. learning development institute STAGES OF FORMATIVE EVALUATION
www.learndev.org
! Goal specification (measurable goals of what
must have been achieved at different stages
of the learning process)
! Preparation (evaluation instruments and
protocols; evaluation settings [one-on-one,
small group, large group])
! Data collection
! Data analysis
! Revision of product and procedures of use
! Recycling (retest product and continue to
improve until unlikely that further efforts are
worth their while – then move to summative
evaluation and disseminate product)
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10. Thank you
learning development institute
www.learndev.org
jan visser
25 February 2008 jvisser
Formative Evaluation @ learndev.org
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