In this paper, we present a synchronous text-based communication tool, referred to as Adaptive Communication Tool (ACT), which provides capabilities for adaptation and personalization. ACT supports both the free and the structured form of dialogue. The structured dialogue is implemented by two types of Scaffolding Sentence Templates (SST); i.e.…

We propose a framework for evaluating the degree of authenticity of instructional tasks used within a teacher education program. First, we provide a defense for authenticity as an exemplary aspect of education. Second, we synthesize the theoretical literature on authenticity into conceptual codes. Using these codes, we build our authenticity…

The premise is advanced that a major weakness of the everyday generic instructional systems design model stems from a too modest traditional conception of the purpose and potential of formative evaluation. In the typical ISD (instructional systems design) model formative evaluation is shown not at all or as a single, product evaluation step. Yet…

A brief description of cultural pluralism and its implications for schooling, plus some concepts of needs assessment, including a statement of what it should not be, is given. Specific illustrations of how to conduct needs assessments to encourage multi-cultural orientation also is included. (HB)

Formative and non-formative evaluation are examined from the viewpoints of adaptation to improve individual performance and maintenance to preserve an existing system. (Author)

Described a plan that will facilitate the development of new ideas which will have a positive impact on educational practices; enable educators to test and/or adapt practices (which may have been used elsewhere) to the province; and, thereby, improve learning opportunities for students. (Author/RK)

It is assumed that the delineation of values is critical to proper needs assessments. "Need" is defined as a requisite or desideratum generated as a discrepancy between a target state (T) and an actual state (A), if and only if the presence of the conditions defined by T can be shown significantly to harm, indispose, or constrain a subject (S).…

Sources of confusion about the distinction between process and product measurement are identified, and the effect of the distinction on evaluation quality is shown. Process measurement involves the measure of behavior, performance of a task which generates no products, an independent variable or treatment, use in diagnosing performance, and means.…

Though instructional development models stress the importance of formative evaluation, techniques for the formal evaluation of video tape programs remain primitive. The attention, attitude, and adoption levels achieved can be assessed by use of the following evaluation instruments: (1) expert appraisal of script; (2) special questionnaires; (3)…

Defines instructional product verification and revision (IPVR) and presents 20 questions with relevant speculations about each. The philosophy of IPVR suggests beginning with our best guesses, and verifying and revising them on the basis of feedback from the field. (VT)

Describes evaluation, revision, and decision to implement as the three components of LVR, and relates them to student tryout and revision, developmental testing, and formative evaluation. (DAG)

Seven issues raised during an evaluation study of televised instructional components are identified: selection and commitment of sample, environment of evaluation sessions, student and expert review, formulation of an explicit evaluation model, conflicting results from different instruments, standards and the interpretation of data, and style and…

The evaluation of residency and preceptorship programs at a medical school are briefly described. Valuable findings include identification of training deficiencies, details of actual student experiences, benefits of the program, and appraisal of student performance. (GDC)

This paper identifies and discusses conceptual and methodological issues related to five attributes of emergent programs that frequently apply across the spectrum of human services: undefined client populations, inadequate causal evidence relating inputs to outcomes, shifting objectives, identification of criteria for standarizing treatments, and…