An alternative approach to the systematic design and development of computer-assisted instruction courseware by classroom teachers is described which consist of three main stages of design, development, evaluation, and revision. Each stage produces a usable output: (1) computer-assisted testing program; (2) drill and practice courseware; and (3)…

Describes the process used to develop two examinations, an achievement test of computer literacy and a computer anxiety index. Highlights include a definition of computer literacy, determination of the validity and reliability of the tests, and a study to evaluate the final versions of the tests. (Author/LRW)

A noncomputerized system was developed for collection, storage, and analysis of student performance data in an early childhood special education program. Formative evaluation data for 12 students during one school quarter indicated that the staff made 719 data-based decisions, resulting in reteaching, moving ahead, or branching within cumulative…

Notes problems with the current emphasis on summative evaluation of student progress and argues that a formative approach would be more beneficial for students and teachers, offering both groups greater understanding of the learning taking place. Discusses practicalities of adopting formative evaluation procedures, e.g., teacher training, computer…

Describes the steps in a systematic approach to: identification of most important competencies for industrial trainers for agency use in developing instructor competencies to select, train, and evaluate trainers: determining need for trainer competencies list; identifying competencies; establishing criteria to judge competencies; and testing…

This meta-analysis investigated the effects of formative evaluation procedures on student achievement. Twenty-one controlled studies generated 96 relevant effect sizes (average weighted effect size .70). Magnitude of effect of formative evaluation was associated with publication type, data-evaluation method, data display, and use of behavior…

To judge the usefulness of the naturalistic method for any given evaluation circumstance, several questions about the situation should be answered. Sixteen questions, with sample answers regarding a recent evaluation situation, are presented to determine the utility of the naturalistic paradigm for a potential evaluation situation. (LMO)

Problems associated with the school psychologists traditional assessment functions and methodology are identified and contrasted with the need for assessment information that can contribute meaningfully to the formulation and evaluation of educational interventions. (Author/LMO)

Presents a checklist of criteria that could be used in a formative evaluation of films and videotapes and describes six ways of assessing the products' effects on an audience: observation, questionnaires, group interviews, expert opinions, machine evaluation, and controlled experimentation. (MBR)

This fourth installment in five-lesson tutorial on library evaluation focuses on evaluation of library programs (short-lived activities designed to meet specific needs). Highlights include seven steps in planning cycle and sample programs (reducing library noise, long-term effects of library-use instruction). Five required and suggested readings…

Describes and compares formative evaluation approaches: expert review, developmental testing, three-stage model, learner verification and revision, and general approach to formative evaluation. Discussion of differences among approaches related to duration of try-out/revision cycle and recommendations for effective acquisition of data are…

Suggests benefits of a formative evaluation approach to development of educational television. Examples are given of recent Canadian studies in this field in the areas of needs assessment, product and process development, and product utilization. Variables underlying audience responses to media materials are set in the context of attribution…

Steps used in the formative evaluation of a project designed to incorporate self-instructional materials in an introductory zoology course included techniques which: (1) involved colleagues in the material development; (2) assessed relevant student characteristics, expectations, and evaluations; and (3) were used in the examinations. (MBR)

The appropriateness of within-course time series analyses for instructor ratings and the potency of inducing rater perceptions of the rating process as an interactive variable in course evaluations were assessed. A specific positive psychological set prior to evaluation tended to produce more favorable evaluations than general, brief instructions.…

Selected findings from the formative evaluation of the "3-2-1 Contact" television series are provided. Also provided is a description of the series which attempts to harness the unique power of television to convey to youngsters the excitement and fascination of science. (JN)