Brief presentation about Formative Evaluations

1. Designing and
Conducting
Formative
Evaluations
Karl Wright

2. BACKGROUND
This Slide Presentation Will Discuss The
Following In Detail
• What are Formative Evaluations
• How to apply Formative Evaluations Correctly
• How do we design and conduct Formative Evaluations

3. OBJECTIVES
• Learn to Design Formative Evaluations
• Role of Subject-Matter, Learning, and Learner Specialists in
Formative Evaluation
• One-to-One Evaluation with Learners
• Small-Group Evaluation
• Field Trial
• Formative Evaluation in the Performance Context

4. FORMATIVE EVALUATION
CHARACTERISTICS
• It strengthens the learning process for
students
• It is an Essential part of the learning process
• The immediate results are made available
• Evaluations are vital throughout course
development

5. FORMATIVE EVALUATION
IS:

6. DESIGNS IN
FORMATIVE
EVALUATION
There is a framework
developed in the instruction
strategy to help us better
learn during the evaluation
process

7. WHAT COMPONENT QUESTIONS
COULD BE ASKED DURING THE
INSTRUCTION STRATEGY
• Are materials effectively being used in the process set fourth?
• Are the materials used the correct ones for the project of teaching?
• Does your target group understand the materials clearly?
• Do the materials have adequate instructions and presented logically for
learners consumption

8. ROLE OF SUBJECT-MATTER,
LEARNING, AND LEARNER
SPECIALISTS IN FORMATIVE
EVALUATION
It is imperative that a specialist review
your instructions

9. • SPECIALIST SHOULD CHECK ALL
MATERIALS FOR PROPER CONTENT AS
WELL AS PERFORMANCE LEARNING.
SPECIALIST SHOULD ALSO CHECK
ACCURACY OF INSTRUCTION ALONG
WITH MAKING SURE MATERIALS ARE
CURRENT FOR THE LEARNER

10. ONE-TO-ONE
EVALUATION WITH
LEARNERS
There are 3 criterias when it comes
to initial performance indicators,
instructions, errors and etc. They are
Feasibility, Clarity and Impact as to
how the learner is effected

12. SMALL GROUP EVALUATIONS
The small group evaluation serves two
purposes:
• Determine if there are any problems
with learners dealing with materials as
well as evaluating the effectiveness of
learning materials for learners
• And to use instructions without and
instructors hands on approach

13. FIELD TRAILField Trails are what we
now call trail runs
meaning testing the
system/process for the
actual purpose it was
created for with the
designed instruction and
materials

14. FORMATIVE EVALUATION
IN THE PERFORMANCE
CONTEXT
There are three determinations
we must meet fundamentally to
establish
• If materials and processes are used what will be the impact to
the learner and the organization
• Will the new learner be able to apply new newly learned skills
appropriately at work
• Are there any improvements needed or having learners be
involved in suggesting and having an input for improvement
whatsoever may be needed

15. FORMATIVE EVALUATION
OF SELECTED MATERIALS
• Using an adapted or adopted materials the
instructor should Field Trails in order to
measure the effectiveness of materials, learning
as well as the attitudes of the leaner
• Instructor will perform Field Trails and all
phases of the evaluation

16. FORMATIVE EVALUATION
OF INSTRUCTOR-LED
INSTRUCTION
• Provides an opportunity for the instructional materials and procedures
• To prep for any instruction, the instructor should be able entry level skills,
knowledge, post evaluations and learner attitudes
• You must be able to determine whether or not it is effective while
considering what changes should be made
• It is used and preformed like a Field Trail

17. DATA COLLECTION FOR SELECTED
MATERIALS AND INSTRUCTOR LED
INSTRUCTION
The collection of data along the
original instruction material applies to
the same date collection materials and
procedures. It can be used in the
evaluation of instructional procedures
and materials.

18. INFLUENCING
FORMATIVE
EVALUATION
There are several concerns we must touch base
on and they are is the following:
• Context concerns
• Learners concerns
• Evaluation outcome concerns
• Concerns for implementing formative
evaluations

19. SUMMARY
With Formative Evaluations the effectiveness and the currency are
paramount. The development of new materials as well as the usage
of present and past materials are only equal as they are with the
proper use of effective materials. Re-evaluations are used to improve
the learning and teaching process. It also can have a major impact on
the relative properties relating to iterative process with the three
cycles of analysis, collection and revision. This chapter also discussed
the one-to-one and small group evaluations along with the
usefulness of them. At the end of the day Formative Evaluation are
extremely important for the learners and teachers both, they need
each other to realize the goals set fourth. As a change agent,
formative evaluations must be done regularly to ensure that
information and content is kept current.

20. KARL WRIGHT (334)546-0062