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Formative & Summative Evaluation, Examine the following issues: -…

- - - - to evaluate the effectiveness
        of training programs—specifically, training programs in industry.
      - The four levels
        of his model are:
        (1) reactions,
        (2) learning,
        (3) transfer
        (4) results.
        
        Level 1: Reactions-attempts to provide data on how participants reacted to the training.
        Did participants enjoy the training?
        Was the training relevant to the participants?
        
        Level 2- Learning-determine whether participants’ skills, knowledge,or attitudes changed as a result of the training.
        Typically, pretests and
        post-tests are used to measure these changes.
        
        Level 3: Transfer
        
        Have participants transferred what they learned in the training into their everyday environments
        
        This is often considered to be the truest measure of a training program's effectiveness
        
        Level 4: Results
        
        attempts to evaluate a training program’s effectiveness in business measures, such as increased sales, improved product quality,
        
        Evaluation at this level must be long term
- - - - The first stage—the design review —is completed prior to the development of instruction: conducted after various phases of the instructional design process, such as the needs analysis, task analysis, goals and objective analysis, and learner analysis.
      - Stage two—the expert review—typically occurs after the instruction is completed but before it is used with learners: conducted to gather information about the instruction to determine if it is accurate and current: Various experts—such as content experts, instructional design experts, pedagogical experts, and experts on the learners
      - The final two phases include the use of the actual instruction with learners who represent the intended learners: —ongoing evaluation—includes gathering data on the long-term effectiveness of instruction.
    - - advocate a basic model for formative evaluation
        based on the work of Gooler (1980).
        
        2 audience
        
        3 issues
        
        4 resources
        
        5 evidence
        
        6 data gathering techniques
        
        7 analysis
        
        8 reporting
        
        1 purpose
      - Phase one: planning:1-5
        
        determining the evaluation purpose, the primary audience the results will be disseminated to, the issues that need to be addressed, the resources that are needed to address the issues, and the types of evidence that will be acceptable to address
        these issues.
      - Phase two: conducting: 6-7
        
        conducting the evaluation—includes determining the data collection techniques that will be used, gathering the data, and analyzing the data: data collection techniques---observations, questionnaires, interviews, paper-and-pencil tests, and performance tests.
        
        analyzing the data—should reflect the purpose of a formative evaluation: to provide usable and useful information that helps the instructional designer improve instruction. Analysis procedures: frequency distributions, frequency graphs or histograms, descriptive statistics, such as percentages, means, and medians, listing of actual comments made by respondents.
      - Phase three: reporting: 8
- - - - to determine whether instruction being used has the potential to meet the instructional needs
    - - document the effectiveness of instruction given to learners of the target group and actual setting
  - - - Formative evaluation. Reflections of their work and interactions with other members
        
        allows team members to voice concerns, share successes,
        and provide feedback
      - Johnson, Johnson, and Holubec (1998)
        
        improve the quality of how the team approaches tasks
        
        increase individual accountability of team members
        
        team members can learn from each other
        
        eliminate problems that may be occurring
      - feedback, reflection, goal improvement, and
        celebration
  - - - What is the goal of the evaluation?
      - • Who is asking for the evaluation?
      - • What type of evaluation is needed?
      - • When does the evaluation need to take place?
      - • What are the questions that need to be answered?
      - • What types of data need to be gathered?
      - • Do the data currently exist?
      - • What instruments are needed to gather the data?
      - • How will the data be gathered?
      - • How will the data be analyzed?
      - • How will the data be reported?
      - • How will the results be used to improve the instructional design product or process, or both?
- - - - 1) frequency distributions
      - 2) frequency graphs or histograms
      - 3) descriptive statistics, such as percentages, means, and medians
      - 4) listing of actual comments made by respondents.