A discussion of learner verification and revision, which attempts to provide student input into the final design of instructional materials. (HB)

The preliminary experiences of a process evaluator contracted to evaluate a three year program to develop Alaskan Native leadership are presented. With hindsight, some characteristics of this particular project having implications for a process evaluator are noted and some general comments on process evaluation, based on the author's experiences,…

The intent of formative evaluation is to improve programs as well as to justify their continuation. It is critical to separate clearly those functions of the evaluation which are political from those which may lead the way to instructional improvement. Data for formative evaluation should be gathered in an interpretable way at the level at which…

Suggests ways to effectively evaluate instructional materials and what to avoid. (Author)

Formative evaluation in an all-volunteer program is described as a process of gathering data to create a model of key organizational problems, challenging and elaborating the model, and translating the model into action. (SK)

Develops a heuristic device called the Formative Evaluation Outcomes Matrix that systematizes the data from three commonly used formative evaluation instruments for the purpose of diagnosing faults in products of the design process. (Author)

This document reports on how formative evaluation was used by the National Institute for Science Education (NISE) to achieve its stated goals and to develop an institute from an amorphous group. It was found that formative evaluation should provide ideas, information, models, and language that an emerging interdisciplinary organization can use to…

In the first part of this paper we discuss the feasibility of using Generalizability (G) Theory to examine the dependability of concept map assessments and to design a concept map assessment for a particular practical application. In the second part, we apply G theory to compare the technical qualities of two frequently used mapping techniques:…

Discusses a learner-centered evaluation model designed to provide feedback on instructional products in the context of learner needs, expectations, and experiences. (RAO)

Introduces a checklist of instructional design and programing guidelines developed for use by authors of CAI materials. It provides a practical formative evaluation tool for nonspecialists desiring to improve their own CAI materials with minimal support from consultants or more experienced authors. (Author)

Notes the difficulties of conducting meaningful research in formative evaluation; reviews issues in the administration, breadth of applicability, and theoretical bases of formative evaluation; and suggests areas where research is still needed. (Author/JD)

Deals with the prescription of effective revisions on the basis of developmental testing data. The basic procedure presented in the game is based on Robert Stake's evaluation matrix; it involves comparing different types of tryout data with original plans for the instructional material. (Author/JEG)

Questions assumptions that process variables have fixed meanings, discretely contribute to outcomes, and have a decontextualized net worth, evaluated by their correlations with outcomes. Suggests conceptual framework that integrates theory-driven and discovery-oriented strategies into cyclical, ecologically oriented model. (Author/NB)

The use of the Nominal Group Technique to identify areas for formative evaluation is described. Group characteristics, pertinent group questions, and advantages of the method are outlined. The process depersonalizes results, puts individual concerns into perspective, and focuses on improving the program (not on blaming or evaluating personnel).…