Describes a quality control system for a curriculum-based, computer-based instruction (CBI) program that was developed by Florida State University's Center for Educational Technology (CET) for the U. S. Army's Job Skills Education Program (JSEP). Flow charts are presented and explained for each stage of the system. (six references) (LRW)

Proposes 13 trends that educational software development should follow. Four main areas are considered: (1) the computing environment, including hardware and networking; (2) software design, including learner control and hypermedia; (3) the user, or learner, including group activities; and (4) the software development process, including…

Describes a learner-centered revision class for undergraduate mathematics students at a Scottish university that used computer-assisted learning (CAL) and added an element of formative evaluation. The Computer Aided Learning in Mathematics (CALM) Project is explained, CALM software is discussed, and their influences on teaching strategies are…

Describes rough sets theory and discusses the advantages it offers for information retrieval, including the implicit inclusion of Boolean logic, term weighting, ranked retrieval output, and relevance feedback. Rough set formalism is compared to Boolean, vector, and fuzzy models of information retrieval and a small scale evaluation of rough sets is…

Topics related to the identification and use of effectiveness indicators in the economic analysis of education are discussed. These topics include the relation between economic concepts and educational production; the economic concept of utility; and the nature and use of input, process, output, and outcome indicators. (TJH)

Unless more resources are devoted to the development of social programs, summative evaluation will increasingly become a waste of time. Formative evaluation and tactical research will become more important to the extent that they actively assist in creation of social programs, increasing challenges to the integrity and validity of their work. (SLD)

The REDSIL model for ongoing evaluation of gifted education programs involves interviewing stakeholders, isolating and categorizing critical study issues, designing a data collection plan that uses several forms of qualitative methods, implementing the plan, analyzing data, searching literature relative to each issue, analyzing data again, and…

Compares the analysis, design, development, and evaluation of electronic performance support tools and systems to a traditional instructional systems design model. Topics discussed include indeterminate outcomes; rapid prototyping; front end analysis; intervention strategies; sequencing; user control; media selection; formative evaluation; and…

Discussion of videodisc instruction for education and training focuses on a seven-stage quality control model for use with large development projects. Topics discussed include development of instructional goals, videodisc design, development review, production review, programing review, revisions, and a final review and sign off. (eight…

A good formative evaluator, who helps programs become as effective as possible, behaves remarkably like a good personal coach. Nine ways in which a formative evaluator can help a program manager are listed, and implications for practicing evaluators and the evaluation profession are detailed. (SLD)

Describes differences in formative evaluation techniques between instructional designers and subject matter experts. Content analysis based on think-aloud data focusing on differences in task interpretation, problem identification and revision statements, and review strategies is discussed; use of instructional systems design models by…

This article is an annotated bibliography of 36 formative, summative, and theoretical research studies on the 4 educational children's television series produced by the Children's Television Workshop since 1969: "Sesame Street,""The Electric Company,""3-2-1 Contact," and "Square One TV." (LRW)

A program evaluation was conducted to provide formative information for improving the Ontario (Canada) Course Teacher In-Service program. Data were collected through 683 teacher-completed questionnaires, focus groups, and document reviews. Twenty-five recommendations were constructed for development and redesign of a similar program. (SLD)

Describes formative evaluation strategies for the first year of the California Formative Assessment and Support System for Teachers (CFASST). The evaluation emphasizes perceived effectiveness of training for trainers and support providers, with regular monitoring of reaction to the system by critical stakeholders. The paper discusses plans for…

Describes the trial use of formative assessment strategies in science classes in three English schools. Discusses the feasibility, benefits, and implementation of formative assessments in science. (Author/WRM)