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Tennyson, Carol L.; Tennyson, Robert D. – Educational Technology, 1978
Guidelines are provided for evaluation during four stages of curriculum development: evaluating the feasibility of a project, evaluation during formative design and development, summative evaluation during curriculum transitions, and maintenance evaluation of curriculum change. (RAO)
Descriptors: Curriculum Development, Curriculum Evaluation, Feasibility Studies, Formative Evaluation
Peer reviewedSiegel, Harvey – Educational Theory, 1978
Jean Piaget's theory of genetic epistemology is criticized from a philosophical point of view. (JD)
Descriptors: Abstract Reasoning, Cognitive Development, Critical Thinking, Educational Philosophy
Stamm, Carol Lee; Safrit, Margaret J. – Research Quarterly, 1977
Descriptors: Formative Evaluation, Motor Reactions, Nonverbal Tests, Objective Tests
Peer reviewedBrekke, John S. – Evaluation Review, 1987
After a brief discussion of the terms implementation and monitoring, this article illustrates a strategy for monitoring program implementation. The strategy, called model-guided method, offers a way to develop conceptual and empirical specifications for testing the adequacy of a program implementation. It also provides feedback to program…
Descriptors: Community Programs, Evaluation Methods, Formative Evaluation, Models
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas – Journal of Special Education Technology, 1987
The meta-analysis investigated the effects on achievement of type of graphing paper employed in displaying student performance data collected over time based on 15 controlled studies with 16 effect sizes. No significant differences in student achievement were found between studies using six-cycle and studies using equal interval paper graphing…
Descriptors: Academic Achievement, Elementary Secondary Education, Formative Evaluation, Graphs
Peer reviewedChelton, Mary K. – Library Trends, 1987
Discusses program evaluation concepts and methods and how they can be applied to children's library services. What program evaluation is not is explained, as well as three levels of evaluation, including a variety of "threats" to the possible effectiveness of a program. Examples of program evaluation instruments are appended. (EM)
Descriptors: Formative Evaluation, Library Standards, Objectives, Program Effectiveness
Smith, Patricia L.; Wedman, John F. – Performance Improvement Quarterly, 1988
The read-think-aloud method is a viable alternative to traditional one-to-one trials as an approach to formative evaluation. This procedure provides valuable information about the learner's cognitive processing while reading instructional text. The authors describe the method and offer suggestions for its use. (Author/CH)
Descriptors: Adults, Cognitive Processes, Formative Evaluation, Instructional Material Evaluation
Peer reviewedHurwitz, Jacob I. – Journal of Offender Counseling, Services & Rehabilitation, 1984
Presents some recent developments in the evaluation of crime prevention and control programs, including the increased use of process evaluation models. Describes the nature, methods, and advantages of the idiographic (or single subject) model as used in social work. (JAC)
Descriptors: Correctional Rehabilitation, Crime Prevention, Evaluation Methods, Formative Evaluation
Peer reviewedEttema, James S. – New Directions for Program Evaluation, 1984
Formative evaluation of a prototype system can help developers to refine a product and define a market. A survey of adopters and non-adopters of a prototype videotex system, when coupled with machine-collected data about system usage, provided rich information for that purpose. (Author)
Descriptors: Agriculture, Formative Evaluation, Marketing, Social Change
Peer reviewedConner, Katherine; And Others – Educational Leadership, 1985
Describes the Philadelphia Public Schools' formative testing program, used to diagnose students' difficulties under mastery learning, especially in mathematics. Discusses in turn the classroom, school, and district aspects of the program and summarizes the program's essential features. A full-page chart outlining aids and hindrances to formative…
Descriptors: Educational Diagnosis, Elementary Education, Formative Evaluation, Mastery Learning
Peer reviewedGosnell, Davina J. – Journal of Continuing Education in Nursing, 1984
The conceptual model for evaluation of continuing nursing education discussed in this article has not yet been used extensively. The model appears to provide a useful framework for assessing the various types of evaluation currently being conducted in continuing nursing education. (SSH)
Descriptors: Evaluation Criteria, Formative Evaluation, Nursing Education, Professional Continuing Education
Peer reviewedBower, Robert L. – International Journal of Instructional Media, 1976
A developmental testing phase preceded validation testing of materials for the eighth grade students at Rock Creek School. The resulting program was able to help 90 percent of the students meet the course objects with 100 percent accuracy. (JY)
Descriptors: Elementary Education, Formative Evaluation, Grade 8, Instructional Design
Niedermeyer, Fred C. – Educational Technology, 1976
The guidelines suggested in this article have evolved from the development of nationally distributed instructional systems over the past seven years at SWRL, a National Institute of Education-sponsored educational research and development laboratory. (Author)
Descriptors: Educational Media, Formative Evaluation, Guidelines, Instructional Design
Page, Grant – National Middle School Association (NJ3), 2006
This article describes how providing effective and timely feedback gives new life to student assessment. Such feedback enables students to become better problem solvers and assessors of their own work. Providing effective and informative feedback is a large part of the assessment process: a means not an end that exists to improve learning and…
Descriptors: Problem Solving, Feedback, Student Evaluation, Portfolio Assessment
Raphael, Jacqueline; Chaplin, Duncan – 2000
This report describes the implementation of the DC 21st Century Community Learning Center (DC 21st CCLC) After-School Program between October 1999 and May 2000, as well as the implications of current implementation for continued evaluation of the program. The report is also designed to inform Children and Youth Investment Partnership Investment…
Descriptors: After School Programs, Community Programs, Enrollment, Formative Evaluation

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