Term
| What is the emphasis of formative evaluation? |
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Definition
| Emphasis is on the collection and analysis of data and the revision of the instruction. |
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Term
| What is the purpose of one to one evaluations? |
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Definition
| To identify and remove the most obvious errors in the instruction and to obtain initial performance indicators and reactions to the content, by the learners. |
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Term
| What are the three main criteria to be discovered in one to one evaluations? |
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Definition
1. Clarity
2. Impact
3. Feasibility |
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Term
| During one to one evaluations data collection regarding clarity of instruction refers to? |
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Definition
| message, links, procedures. Is the overall message of the instruction being transmitted; does the instruction connect with what students are learning; are the strategy procedures appropriate to the information being learned. |
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Term
| During one to one evaluations what aspects of impact on the learner are of particular interest? |
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Definition
| Attitude; how well is the instruction received and does the student feel like they can learn it; are they satisfied with the instruction; Acheivement; did they learn the materials? |
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Term
| During one to one evaluations data collection regarding feasibility refers to: |
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Definition
| Learner ability; is the lesson age appropriate? Resources; are the available resources used appropriately and are they available? Time, equipment, place is appropriate. |
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Term
| Two critical items regarding the learner in one to one evaluations are |
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Definition
| Connecting with the learning; establishing a rapport, and being interactive; ask and listen to what the learner is saying. Be with the learner in a calm, inviting and pleasant atmosphere. |
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Term
| One to one evaluation outcomes are instruction that: |
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Definition
| contains appropriate verbiage, examples, images, etc.; yields learner attitude & acheivement; feasible for the situation and the resources. |
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Term
| Small group evaluations optimally include how many learners? |
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Definition
| 8-10 learners of varying abilities; high, average and low ability. |
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Term
| Purpose of the small group evaluations is to |
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Definition
| 1. Determine the effectiveness of changes made during 1-1 evals & identify other learning problems learners may have; AND to determine if learners can use the instruction without interacting with the instructor. |
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Term
| Criteria gathered during Small Group Evals are: |
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Definition
| scores on pre & post tests; attitudes; time req'd to conduct strategy; costs & viability of delivery of the instruction in the intended environment ; attitudes of thsoe implementing or managing the instruction. |
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Term
| Characteristics of Learners in Small Group Evals : |
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Definition
| Low, average & high ability; various languages; learners familiar with the delivery and not so familiar; young/inexperienced & older experienced. |
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Term
| Procedures for evaluation during small group eval: |
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Definition
| Administer the materials and note any problems; Do not intervene unless necessary for equipment problems, etc. |
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Term
| What data is collected from learners during small group evaluations? |
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Definition
| Learner attitude: was it interesting; did you understand what you were supposed to learn; were exercises relevant; did tests measure knowledge of the objectives? |
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Term
| Outcomes of small group evaluation are: |
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Definition
| Refined instruction that should be effective with the target learners in the intended setting. |
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Term
| What is the purpose of Field Trial Evaluations? |
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Definition
| To determine whether the changes made after small group eval were effective; to see if the instruction can be conducted in the intended setting. |
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Term
| How many learners are appropriate to have in a field trial evaluation |
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Definition
| Approximately 30 learners who are representative of the target population; multiple tryouts may be necessary to trial various learner ablities. |
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Term
| What must be done if learners have been accustomed to working in a different format from the field trial strategy? |
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Definition
| Lay the ground work and inform learners of some of the differences in the format. |
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Term
| What are the criteria and data collections of the field trial evaluation? |
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Definition
| Field trials are like a final dress rehearsal. Locate and eliminate any remaining problems with the instruction; gather data on learner acheivement and attitude; instructor procedures and attitude; resources: cost, time, space, equipment |
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Term
| What are the procedures taken to conduct a field trial evaluation? |
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Definition
| It is like small group but the designer only observes. A typical instructor should deliver the instruction;. Assess only the most important behaviors. |
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Term
| What are the outcomes of the field trial evaluations? |
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Definition
| Effective instruction that yields desired levels of learner achievement & attitudes and that functions as intended in the learning setting. |
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Term
| What is the purpose of Performance Context Evaluations? |
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Definition
1. do learners sue the new skills & are they appropriate.
2. What has been the impact on the organization.
3. what suggestions do learners have to improve/change the instruction. |
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Term
| What are the criteria gathered during the performance context evaluation? |
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Definition
| Company records and direct observation. |
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Term
| During performance context evaluations who should be the learners chosen for evals? |
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Definition
| 1-1 learners, small group and Field trial learners if possible. |
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Term
| How does the designer proceed to do the performance context evaluation? |
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Definition
| Tell learners of the intention to visit them after some time in the future to discuss the instruction. |
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Term
| What are the outcomes of performing Performance context evaluations? |
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Definition
| Discovery of strengths and weaknesses in the instruction; xfer of skills to performance site; degree to which the original need was reduced or eliminated. |
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