Examines the design of a graduate-level unit of instruction for distance education via the Internet. Discusses the analysis, design, development, and formative evaluation of the interactive World Wide Web site, illustrating how models and theories of human learning (including active learning) and instructional design were used. (Author/LRW)

Analyzes the evaluation of student feedback to a tutor in the Open University (Great Britain). Discusses tutor effectiveness in supporting individual students; group tutorials; self-help and mutual support by students; formative feedback on written assignments; participatory evaluation; and power relations, including "pseudoempowerment."…

A multidisciplinary team model used at a child and adolescent mental health service in Norfolk (England) was evaluated. Team members represented three different professional backgrounds: practitioners, managers, and planners. Formative evaluation results suggest that it is possible to establish interprofessional teams able to integrate with…

Emphasizes the importance of formative assessment in the teaching and learning process and the role technology can play in advancing assessment practices. Describes work undertaken by attendees of the Center for Innovative Learning Technologies (CILT) workshop highlighting key issues that were discussed and areas for further development including…

This study explored the reliability of the Co-Teacher Rating Scale (CRS), completed by 10 teacher co-teams working to support the inclusion of young children with disabilities in early childhood programs. Results suggest that the CRS, when completed by external raters, is useful for summative evaluation, but co-teacher self-ratings are…

Describes model for evaluating computer-assisted instruction (CAI) that includes training needs; instructional objectives; types of learning; organization of program content; and the design of instructional modes. Also discussed are evaluation of CAI courseware and student-oriented review of courseware, and a condensed evaluation checklist is…

Describes a Training Program Evaluation Matrix that can be used for both formative and summative program evaluation. Elements of the matrix include students; instructors; instructional materials; evaluation instruments and procedures; success criteria; evaluator; evaluation report preparer; and evaluation report audience. (LRW)

Focuses upon three current issues in educational evaluation. Looks at the limitations of examinations and the interpretation of results in considering reliability and validity. Discusses grading and context of learning relative to formative and summative assessment. Deals with cultural background when exploring uniformity of testing versus…

Discussion of software engineering for computer-based instruction (CBI) focuses on a model for instructional software development. Highlights include a multidisciplinary team approach; needs analysis; feasibility study; requirement analysis; prototype construction; design phase; implementation and development; testing and evaluation; and project…

A formative evaluation model is proposed for use by administrators of large health services research grant programs. The model assists in assessing the purpose, methodology, and level of analysis of funded research. It is illustrated through a discussion of HIV/AIDS care. (SLD)

Presents a common language model for understanding the literature on formative evaluation in instructional design. Identifies participants, roles, techniques, and situations, and analyzes 11 instructional design texts. The model provides a decision-making template for designing an effective formative evaluation. (AEF)

Identifies techniques for the formative and summative evaluation of intelligent tutoring systems (ITS) based on ITS research, expert systems design, computer-based instruction, education, and psychology. Highlights include criterion-based evaluation, expert knowledge, certification, sensitivity analysis, pilot testing, domain knowledge, student…

Describes a nine-step method for the design and production of instructional television courses used for distance learning instruction in higher education. A team approach is described, including the faculty member, instructional designer, and a design/production team; constructing a course map is discussed; and formative evaluation is explained.…

Discusses elements of planning that are needed for effective school library media programs. Elements of strategic and operational planning are described; contributors to the planning process are suggested; needs assessment is discussed; planning outputs and inputs are explained; budget considerations are mentioned; and the need for evaluation is…

Four forms of evaluation are outlined: (1) evaluation and development; (2) design evaluation; (3) process evaluation; and (4) summative evaluation. Each form is understood through five dimensions (orientation, state, focus, timing, and approach), which are illustrated through evaluation of a community services training program in Australia. (SLD)