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Bevan, George H. – Education Canada, 1973
Author points out some typical common problems encountered in evaluating projects and proposes some tentative solutions to them. (Editor/RK)
Descriptors: Committees, Costs, Data Collection, Decision Making
Peer reviewed Peer reviewed
Romberg, Thomas A.; Braswell, James – Journal for Research in Mathematics Education, 1973
Described is a method to assist developers of mathematics programs to make formative evaluations. The method involves periodic achievement testing via item sampling. Details of item construction, periodic testing, and profile construction are given in a discussion of how this method was applied to modify a sixth-grade mathematics program. (JP)
Descriptors: Curriculum, Curriculum Development, Evaluation, Formative Evaluation
Peer reviewed Peer reviewed
McWilliams, Spencer A. – Journal of School Psychology, 1972
Process analysis research methodology was used to examine the interactions between 41 nonprofessional child-aides and 166 primary graders with school maladaptation in 11 urban and suburban schools. Sixth-five percent of the interaction time was spent in play activities, 15 percent each in conversation and tutoring. (Author)
Descriptors: Children, Educational Research, Formative Evaluation, Interaction Process Analysis
Peer reviewed Peer reviewed
Hartley, James – Instructional Science, 1973
There is evidence that pre-tests can have orienting and motivational and teaching functions - in addition to the sought-for testing function. There is also evidence that these additional functions can be either general or specific. The present paper contributes to the ongoing debate by discussing the issues involved in the context of a series of…
Descriptors: Educational Research, Evaluation, Evaluation Methods, Formative Evaluation
Peer reviewed Peer reviewed
Howsam, Robert B. – National Elementary Principal, 1973
Argues that, if progress is to be made, educators must develop processes by which they redefine their own professional goals, identify their objectives, proceed toward them, and put into operation an evaluation system that is strongly formative in its effect. (Author/JN)
Descriptors: Accountability, Cultural Differences, Decision Making, Educational Objectives
Peer reviewed Peer reviewed
Davison, Ronald G. – Clearing House, 1973
The in-service effort described here was an Institute Program sponsored under Title IV, section 404, of the Civil Rights Act of 1964 to assist those school personnel faced with the myriad of problems occasioned by desegregation-integration activity. (Author/CB)
Descriptors: Administrator Education, Formative Evaluation, Inservice Education, Institutes (Training Programs)
Biggs, J. B. – Elements: Translating Theory Into Practice, 1972
Evaluation, learning and instruction are complex and inter-related processes. A sound philosophy and methodology of evaluation demands that evaluation be considered in context. (Author)
Descriptors: Criterion Referenced Tests, Curriculum, Educational Objectives, Evaluation
Peer reviewed Peer reviewed
Weiss, Joel, Ed.; And Others – Curriculum Theory Network, 1971
Descriptors: Administrator Attitudes, Curriculum Development, Curriculum Evaluation, Formative Evaluation
Peer reviewed Peer reviewed
Holosko, M. J.; And Others – Journal of Educational Television, 1983
Outlines research into teenage viewing preferences which was undertaken prior to production of a television series for CITY-TV, Toronto. The series is designed to attract as large a teenage audience as possible, and to promote "socially responsible" attitudes. The resulting effects on instructional television programing design are…
Descriptors: Adolescents, Educational Television, Foreign Countries, Formative Evaluation
Peer reviewed Peer reviewed
Healy, Charles C. – Journal of Career Education, 1982
Identifies and describes six differences between formative and summative evaluation in career education. Formative evaluation involves more coordination, more stress, special observation and teaching skills, criterion-referenced measures, learner safeguards, and choosing priorities among objectives. (SK)
Descriptors: Career Education, Coordination, Criterion Referenced Tests, Educational Objectives
Peer reviewed Peer reviewed
Pizzini, Edward L.; And Others – Journal of Research in Science Teaching, 1982
Determined whether or not formative evaluation could facilitate goal attainment in a biochemistry course and produce desired learning outcomes consistently by altering course materials and/or instruction. Formative evaluation procedures included two tests administered to subjects (N=64) over a three-year period. Findings supported the formative…
Descriptors: Academic Achievement, Biochemistry, College Science, Formative Evaluation
Frase, Lawrence T.; And Others – Performance and Instruction, 1981
This discussion of the use of computers to help improve written documents and support writing instruction briefly surveys the Writer's Workbench system, a set of programs that provides automated editorial feedback. A rationale for such programs is described and possible instructional uses are explored. Fourteen references are listed. (Author/MER)
Descriptors: Computer Assisted Instruction, Computer Programs, Content Analysis, Editing
Bates, Tony – Educational Broadcasting International, 1981
Describes low-cost evaluation methods that many educational broadcasting organizations could use to make their programs more effective. Nine references are listed. (Author/LLS)
Descriptors: Broadcast Television, Costs, Educational Television, Evaluation Methods
Reigeluth, Charles M.; And Others – Performance and Instruction, 1981
Distinguishes between the process and products of science and describes the role of each in Instructional Development (ID). The observe, hypothesize, test components of the scientific process are examined as they apply to front-end analysis, instructional strategy description, and formative evaluation stages used in ID models. Thirty-four…
Descriptors: Content Analysis, Educational Strategies, Flow Charts, Formative Evaluation
Peer reviewed Peer reviewed
Tennyson, Robert D.; And Others – Journal of Educational Psychology, 1981
The proposition was investigated that concept learning is a twofold process: acquisition of a prototype and development of generalization and discrimination skills. The assumption that formative evaluation procedures are necessary when attempting to prepare better instructional treatments for improved student performance was tested. (Author/GK)
Descriptors: Cognitive Processes, Concept Formation, Discrimination Learning, Formative Evaluation
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