The overall aim of this article is to analyze the relationships between the roles of assessment in pedagogy, the interactions between curriculum assessment and pedagogy, and the study of pupils' progression in learning. It is argued that well-grounded evidence of pupils' progressions in learning is crucial to the work of teachers, so that a method…

Quality assurance in instructional development demands an exhaustive formative evaluation effort and applied testing. Unfortunately, this process is expensive and requires large numbers of user testers with characteristics similar to the intended audience. This article presents a procedure for increasing the efficiency of quality assurance efforts…

Describes the process by which Learner Verification and Revision (LVR) transforms information gathered during learner verification into revision prescriptions for the development of instructional materials. Robinson's and Gropper's procedural models for formative evaluation are also discussed and a study comparing the effectiveness of materials…

Reviewed is the development and evaluation of the instructional quality inventory (IQI), a systematic methodology for reviewing the three major products of the Instructional Systems Design process--objectives, test items, and instruction--before conducting student tryouts. The empirically based instructional design support system aids developers…

Based on the premise that instructional development is a change process and the instructional developer is a change agent, this chapter begins by considering the literature of planned change as applied to the process of instructional development. It is argued that instructional product evaluation must include both formative and summative…

Defines self-formative evaluation as the formative evaluation of instructional materials conducted during the development of the product by its users or developers. Topics discussed include the results of a study that examined users' attitudes toward such evaluation, their ability to execute it, and the effects of training on that ability. (CLB)

This chapter discusses current methods of formative evaluation and suggests that these methods themselves need to be subjected to more critical research and evaluation in order to provide them with a more scientific base. Topics addressed include problems and methods associated with data gathering, evaluation designs, number of subjects available,…

This paper describes the non-standard method that was used to evaluate the various processes and procedures employed by more than 20 PLATO courseware development groups and to evaluate this method. The method used was the Flanagan's critical incident technique, modified to include decisions as well as incidents. Sources of information for the…

This report describes a two-phase study designed to (1) investigate the appropriate evaluation literature and develop a formative evaluation model; (2) investigate the formative evaluation procedures utilized by Advanced Systems Incorporated (ASI), a successful producer of training materials; (3) develop a model based upon these procedures; and…

This chapter addresses the problems encountered in the formative evaluation of instructional development projects and the instructional development process. Three types of formative evaluation--component, convergent, and contextual--are distinguished, and the consequences of using the wrong type of evaluation in a particular situation or project…

This review of the state of educational evaluation, which is directed to both those who produce and those who consume evaluation data, suggests that certain prevalent evaluation practices are seriously out of step with, and inappropriate for, current mainstream instructional activity. Evaluation is recommended as not merely an appendage to…

Describes the Instructional Quality Inventory (IQI) for formative evaluation of systematically developed instructional programs, its classification scheme for objectives and test items, and procedures for checking programs for adequacy, consistency and presentation. Accounts of two studies are given to support the usefulness of the IQI. (EAO)

Discusses the roles played by student evaluations of teacher performance in the instructional design process; reviews issues related to their use; and outlines suggestions for the construction, administration, and analysis of the questionnaire data by the instructional development consultant. (Author/JJD)

Discusses the practice of parental involvement in the teaching of reading. Questions whether the way this involvement is currently evaluated is as productive as it could be. Suggests alternative kinds of evaluation which might better serve a formative function in helping teachers plan their actions. (KO)

A process of formative evaluation which considers moral, scientific, and social values as its criteria and which is conducted by project staff is proposed for the evaluation of educational television (ETV) programs produced by the South African Broadcasting Corporation. The theoretical framework of ETV evaluation is outlined in the first section,…