Focuses on the formative evaluation of games in order to improve their instructional effectiveness and motivational strength. (Author)

A program of inservice training for educational radio broadcasters in developing countries is outlined. The trainees learn to conduct formative evaluation on their programming. (BD)

Areas of evaluation are identified in which the formative/summative distinction appears inadequate: (1) knowledge-generating evaluations aimed at conceptual use; (2) developmental evaluation; and (3) use of evaluation to support intervention or empower participants. An argument is also made for the effectiveness of feedback that cannot be…

The viewpoints of contributors to the forum are reviewed. Many of the disagreements represent fundamental differences in what constitutes evaluation. All four authors agree that the formative/summative distinction is useful and will continue to be an important concept in program evaluation, although the distinction needs greater clarification.…

Formative evaluation is a means of improving instructional materials through tryouts and revision. An investigation to determine the influence of learners and experts on the improvement of written instructional materials determined that revised versions incorporating learner feedback had the most impact on improving learning and that revisers have…

Outlines a workshop to develop and discuss strategies for formative evaluation of courseware and to create evaluation tools appropriate to those strategies. After watching a software demonstration, small groups devised evaluation strategies. Two approaches were identified: one to evaluate the software and printed material separately and together,…

Reports outcomes of a collaborative research project designed to investigate and develop formative classroom assessment in British primary schools. Aims to build on basic research, already conducted by university researchers, by investigating issues from a practical and applied perspective. Reports on changes in classroom practice. (BT)

Describes the electronic portfolio system developed at the University of Michigan to give each student, faculty member, and staff member lifelong ownership and control of an individual electronic portfolio. Describes the system's design standards and the range of formative and summative evaluation activities the portfolio supports. (SLD)

Computers can offer valuable assistance in the development and administration of personalized tests. This article provides an overview of different types of conventional and personalized tests and explores computerized adaptive testing. Also proposes a specific methodology for managing diagnostic adaptive tests and a hypertext system (HyperDelfi)…

A task related to knowledge and beliefs was completed by 154 researchers, graduate students, and undergraduates. Greater expertise led to more varied views. Common beliefs and misconceptions can be made explicit through appropriate formative assessment and a focus on transformative learning. (SK)

This action research project sought to enhance assessment for learning, focusing on a "mini-viva" whereby students explained and justified to the instructor selected aspects of their assignment after it was submitted but before grading. Found that student reaction was generally positive but there were some limitations of the method. (EV)

Reviews 15 years of progress in three psychometric research areas: latent dimensionality structure, test fairness, and skills diagnosis through educational tests. Also discusses an effective model for selecting and carrying out research. Describes a new assessment paradigm that embraces skills level formative assessment. (SLD)

Conducted a formative research study designed to elicit preferences for sexually transmitted disease (STD)/HIV prevention programs from clients at a midwestern STD clinic. Responses of 126 participants show preferences for mixed group or individual meetings with counselors, with extensive intervention less favored than single sessions. Discusses…

The effects of individualized written feedback, oral group feedback, and no feedback on learning music were evaluated in a study of 80 secondary level students. Findings indicate that oral group information feedback promotes significantly more learning than does individualized written feedback or no feedback. (JD)

Describes and reflects on the faculty evaluation efforts of one midwestern community college. Examines some of the inherent differences between four-year and two-year institutions. Supports the use of formative faculty evaluation. (MM)