Presents a model for instructional design that highlights formative evaluation as the central process. Other models of instructional design are discussed; data collection methods are examined; the evaluator's role is considered; and the recursive nature of the design process is emphasized. (seven references) (LRW)

Discusses the design of effective questionnaires based on the concept of a hierarchical classification of Levels of Information: global (Level I), general concept (Level II), and specific (Level III). By tying question types to the information desired, the entire questionnaire can be improved. (JJD)

Discusses the growing use by educational psychologists and teachers of developmental and academic behavior checklists. Identifies the minimum criteria necessary for checklists and criticizes their use as many fail to meet these standards. Describes the limitations, misuse, and narrow focus of behavior checklists. (GEA)

An input evaluation, or study of the feasibility of initiating a cooperative education program, should include formulation of educational goals, assessment of available resources, operational and structural decisions, and plans for program evaluation. (SK)

Assessment of college teaching is viewed broadly as the gathering of information for understanding and improving teaching as well as judging its quality. It is seen to play a crucial support role at each stage of instructional development: problem clarification, instructional design/redesign, and field testing and implementation. (MSE)

This discussion of uses for audit trails in instructional research begins by pointing out that interactive media provide the learner with the opportunity to shape the program, and consequently, the learning experience. The paper focuses on one of the new questions for instructional designers that have come with the advent of these technologies,…