Walter Dick, Lou Carey & James O.

Carey
 Design and Conduct Formative
Evaluation of Instruction
Conduct
Revise
Instructional
Instruction
Analysis

Design and
Identify Write Develop Develop Develop and Conduct
Instructional Performance Assessment Instructional Select Formative
Goals Objectives Instruments Strategy Instructional Evaluation of
Materials Instruction

Analyze Design and

Learners and Conduct
Contexts Summative
Evaluation
 Design and Conduct Formative Evaluation of
Instruction

 After completing draft of instruction, conduct

series of evaluations to collect data in order to:

 Identify problems with the instruction

 Find opportunities to make instruction better

 Formative Evaluation: helps create and improve

instructional system
 Design and Conduct Formative Evaluation of
Instruction

 Formative evaluation designs

 Formative evaluation is to pinpoint specific errors in the
materials in order to correct them – including
instruments, procedures, and personnel – need to yield
information about location and reason for any problems.
 The best framework for design of the formative
evaluation is the instructional strategy
 Design and Conduct Formative Evaluation of
Instruction

 Formative evaluation designs….. cont.

 Questions related to decision you made while
developing the materials,
 Are the materials appropriate for type of learning outcome?
 Do the materials include adequate instruction on the
subordinate skills , and are these skills sequenced and
clustered logically?
 Are materials clear and readily understood by target group?
 What is the motivational value of the materials?
 Can the materials be managed efficiently in the manner they
are mediated?
 Design and Conduct Formative Evaluation of
Instruction

 Role of Subject-Matter, Learning, and Learner

Specialists in Formative Evaluation
 It is invaluable to the designer to get others to review
what has been developed.
 Design and Conduct Formative Evaluation of
Instruction

 One-to-One Evaluation with Learners

 To identify and remove the most obvious errors in the
instruction and obtain initial performance indication
and reaction to the content by learner.
 Three main criteria and decisions designers will make
during this evaluation;
 Clarity; Is message clear to target learner?
 Impact: What is the impact of the instruction on learner’s
attitudes and achievement of the objectives and goals?
 Feasibility: how feasible is the instruction given available
resources (time/context)?
 Design and Conduct Formative Evaluation of
Instruction

 Small-Group Evaluation ( 8- 20 learners)

 The purpose for small-group evaluation:
 To determine the effectiveness changes made following the
one-to-one evaluation
 To identify any remaining learning problems that learner may
have.
 Design and Conduct Formative Evaluation of
Instruction

 Field Trial (about 30 learners)

 To determine whether the changes in the instruction
made after the small-group stage were effective.
 To see whether the instruction can be used in the
context for which it was intended