Reading Check #5
EDIT-5317/David White, Ed. D.
April 16, 2017
Edward Stephen Pfister
Chapter 13
- A basic model for formative evaluation
- Purpose - Why is it being conducted?
- Audience - Who will receive the results?
- Issues - Are there any questions or concerns?
- Resources - What is needed to create the evaluation?
- Evidence - What data and information is needed?
- Data-Gathering Techniques - How can the data and information be collected?
- Analysis - How will the evidence be analyzed?
- Reporting - Where will the results be reported?
- Types of formative evaluation
- Connoisseur-based studies - uses subject matter experts and consultants
- Decision-based studies - provide information about particular questions
- Objectives-based studies - investigating how well the objectives are being met by the instructional material
- Public relations-inspired studies - used to solicit support or backing by making results known
- Constructivist-oriented process - removes limitations of traditional testing
- Stages of formative evaluation
- One-to-one trials with individual learners
- Small-group trials with a more developed version of the instruction
- Examines the use of the instruction with a full-sized learner group in the field
- Determining program outcomes
- Evaluation vs. research - figures out how course objectives were met
- Program effectiveness
- How well did the students meet their objectives?
- Determining effectiveness can be completed with similar techniques as with formative evaluations.
- Pre-tests, data collection, etc
- Program efficiency
- Learner time required
- Can the learner complete the learning in the allotted time?
- Faculty and staff required
- How many members of faculty and staff are required to facilitate the learning?
- Use of facilities
- How much time is required using the facility?
- Program costs
- Developmental costs
- What are the costs involved in developing the course
- Operational costs
- How much will it cost to administer the course?
- Instructional cost index
- What is the cost per learner? This can be determined if we know the developmental costs and operational costs.
- Confirmative evaluation
- Approaches to confirmative evaluation
- Learner-oriented approach
- Relatively low cost approach to find out learner’s value from course
- Context-oriented approach
- More flexible for when the desired value and objects of the course change over time
- Educational programs
- Usually measured with statewide or nationwide testing
- Training programs
- Must evaluate:
- Appropriateness of the training
- Competencies of employees
- Benefits to the organization
- Reporting results
- Careful attention should be given as this step can determine the future of the course
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