IDKB - Evaluation

Formative Evaluation
Coined by Michael Scriven (1967), the term "formative evaluation" is used for the type of evaluation that occurs during the developmental stage of the instructional design process (Seels & Glasgow, 1990). The instructional designer evaluates materials during the process of instructional development to determine where there are weaknesses in the instruction so that revisions can be made (Smith & Ragan, 1999). There are several variations of formative evaluation. Explore the models below to learn more.
Dick & Carey	Flagg
Clinical (one-to-one evaluation) Small group evaluation Field trial	Needs assessment Pre-production formative evaluation Production formative evaluation Implementation formative evaluation
Seels & Glasgow	Smith & Ragan
Internal review Tutorial and small-group tryouts Operational tryout	Design reviews Expert reviews Learner validation Ongoing evaluation
Tessmer	Evaluation for Technology-based Instruction
Expert review One-on-one evaluation Small group evaluation Field test	Rapid prototype Alpha testing Beta testing

Summative Evaluation
Instructional designers may be involved in evaluating the effectiveness of instructional materials after the materials have been implemented into the instructional contexts for which they were designed (Smith & Ragan, 1999). However, Seels & Glasgow (1990) find that "summative evaluation is seldom carried out by the designers responsible for developing the original instruction and is not an integral part of our system model" (p. 199). Nevertheless, it is important to be familiar with the process. Like formative evaluation, there are several variations of summative evaluation. Explore the models below to learn more.
Dick & Carey	Smith & Ragan	Kirkpatrick
Expert judgement Field trial	Determine goals of evaluation Select indicators of success Select orientation of evaluation Select design of evaluation Design or select evaluation measures Collect data Analyze data Report results	Level 1 - Reaction Level 2 - Learning Level 3 - Transfer Level 4 - Results Note: In Kirkpatrick's four-level model, evaluation always begins with Level 1 and each successive level builds on information gathered from the previous level.

Scrieven, M. (1967). The methodology of evaluation (AERA Monograph series on curriculum evaluation, No. 1). Chicago IL: Rand McNally.

Seels, B. and Glasgow, Z. (1990). Exercises in instructional design. Columbus, Ohio: Merrill Publishing Company.

Smith, P. and Ragan, T. (1999). Instructional design (2nd ed.). New York: John Wiley & Sons, Inc.