Discusses a learner-centered evaluation model designed to provide feedback on instructional products in the context of learner needs, expectations, and experiences. (RAO)

Introduces a checklist of instructional design and programing guidelines developed for use by authors of CAI materials. It provides a practical formative evaluation tool for nonspecialists desiring to improve their own CAI materials with minimal support from consultants or more experienced authors. (Author)

Notes the difficulties of conducting meaningful research in formative evaluation; reviews issues in the administration, breadth of applicability, and theoretical bases of formative evaluation; and suggests areas where research is still needed. (Author/JD)

Deals with the prescription of effective revisions on the basis of developmental testing data. The basic procedure presented in the game is based on Robert Stake's evaluation matrix; it involves comparing different types of tryout data with original plans for the instructional material. (Author/JEG)

Questions assumptions that process variables have fixed meanings, discretely contribute to outcomes, and have a decontextualized net worth, evaluated by their correlations with outcomes. Suggests conceptual framework that integrates theory-driven and discovery-oriented strategies into cyclical, ecologically oriented model. (Author/NB)

The use of the Nominal Group Technique to identify areas for formative evaluation is described. Group characteristics, pertinent group questions, and advantages of the method are outlined. The process depersonalizes results, puts individual concerns into perspective, and focuses on improving the program (not on blaming or evaluating personnel).…

Describes and discusses how systematic formative evaluation can be applied to different types of human performance technology (HPT) interventions. Three components of evaluation are explained, six stages of formative evaluation are described, five types of formative evaluation are explained, and strategies for micro analysis of formative data on…

Discussion of the growth of distance education programs focuses on program evaluation. Describes the American Evaluation Association http://www.eval.org, the ERIC Clearinghouse on Assessment and Evaluation (ERIC/AE) http://ericae.net; lists steps for planning formative evaluation; and considers the appropriate uses of new technology. (LRW)

Illustrates how the scholarship of teaching could be assessed, recognized, and rewarded, addressing both formative and summative evaluations. Addresses the question of who should determine the standards and criteria by which to review and critique the scholarship of teaching and whether studies in the scholarship of teaching should be required to…

Two studies supported the efficacy of a structured method for providing students with feedback on exams and means of using the teaching potential of exams, collectively referred to as formative summative assessment (FSA). In the first study, students responded positively to the method. In the second study, students enrolled in 2 sections of…

A formative assessment can provide a snapshot of what a student knows and is able to do. It can include written tests, performance tasks, formal or informal questioning, or teacher observations embedded in a unit of study. The information gathered from formative assessments is then interpreted and used to further student learning. Such assessment…

As part of Nebraska's assessment and accountability system, districts' local assessment systems are evaluated for their psychometric quality. This article provides an overview of a two-stage evaluation strategy, discusses how it was applied in Nebraska, and presents results from the first three years of the evaluation process. Benefits of the…

This article looks at stages one and two of a three-stage process for success. Over the last decade, schools and districts have become increasingly sophisticated in their collection, storage, and analysis of data. And with the rise of NCLB, the focus of data analysis has been largely trained on ways to help schools achieve Adequate Yearly…

This article concerns the use of assessment for learning (formative assessment) and assessment of learning (summative assessment), and how one can affect the other in either positive or negative ways. It makes a case for greater use of teachers' judgements in summative assessment, the reasons for this being found in the research that is reviewed…

This paper wishes to clarify the definitions of the central terms relating to assessment. It argues that all assessment begins with summative assessment (which is a judgement) and that formative assessment is in fact summative assessment plus feedback which is used by the learner.