This document outlines the process and purposes of formative evaluation for instructional materials and instructor-led instruction. Formative evaluation involves collecting feedback from target learners at various stages - including one-on-one evaluations, small group evaluations, field trials, and evaluations of selected or adapted materials - to identify problems and improve the effectiveness and efficiency of instruction before full implementation. The goals are to ensure materials are appropriate, clear, motivate learners, and can be implemented as intended. Feedback is gathered on content accuracy, type of learning, and relevance from subject matter experts, learning specialists, and those familiar with the target audience.

1. Designing and Conducting
Formative Evaluations
LaSheena Nation

2. Describe the purposes for and various stages of formative
evaluation of instructor-developed materials, instructor-
selected materials and instructor-presented instruction
Describe the instrument used in a formative evaluation
Develop an appropriate formative evaluation plan and
construct instruments for a set of instructional materials or an
instructor presentation.
Collect data according to a formative evaluation plan for a
given set of instructional materials or instructor presentation.
Objectives

3. Background
Studies have demonstrated that simply trying materials with a
single learner and revising the materials on the basis of that data
can make a significant difference in the effectiveness of
materials. This step in the instructional design model emphasizes
the necessity of gathering data from members of the target
population about the use and effectiveness of materials using
that information to make the materials more effective.

4. Formative Evaluation Design
The purpose of the Formative Evaluation Design is to pinpoint
specific errors in the materials in order to correct them, the
evaluation design – including instruments, procedures and
personnel– needs to yield information about the location of and
the reasons for any problems

5. Formative Evaluation
Formative Evaluation is the collection of data and information
can be used to improve the effectiveness and efficiency of
instruction.

6. Formative Evaluation Designs
Ask yourself these 5 questions
1. Are the materials appropriate for the type of learning
outcome?
2. Do the materials include adequate instruction on the
subordinate skills and are these skills sequenced and clustered
logically?
3. Are the materials clear and readily understood by the target
audience?
4. DO the materials motivate the target audience and are they
relevant to the needs and interest of the study?
5. Can the materials be managed efficiently in the manner they
are mediated?

8. Role of the Subject-Matter, Learning,
and Learner Specialist in Formative
Evaluation
It is important to have instruction reviewed by an outside
specialist
A subject matter expert (SME) should be able to comment on
the accuracy and currency of instruction.
A specialist in the type of learning outcome involved can
critique the instruction to enhance the targeted type of
learning
Also, share instruction with a specialist who is familiar with the
target audience, this person can look through the instruction
with the eyes of the target audience and give an appropriate
reaction and provide insight.

9. One–to–One Evaluations with
Learners
The one-to-one is the 1st step of formative evaluation, its purpose
is to identify and remove the most obvious errors in the
instruction and to obtain initial performance indications and
reactions to the content by learners.

10. The three main criteria and the decision designers will make
during the evaluation are as the follows:
Clarity: The message or what information is presented to the
target audience
Impact: What is the impact of the instruction on the individuals
learner’s attitude and achievement of the objective goals?
Feasibility: How feasible is the instruction given the available
resources (time/ context)?
Criteria of One-to-One

11. Criteria Examples

12. The 2nd step in formative evaluation.There are two primary
purposes for small group evaluations.
1. Determine the effectiveness of changes made following the
one-to-one evaluation and to identify any remaining learning
problems that learners may have.
2. Determine weather learners can use the without interacting
with the instructor.
Small Group Evaluation

13. Be sure to include a sample the includes diversity of
subgroups that exist in your target population:
Low, average and high-achieving students
Learners with various native languages
Learners who are particular with certain procedures and
who are not
Younger or inexperienced learners and more mature
learners
Small Group Evaluations

14. The 3rd step in formative evaluation. This step evaluates the
program and products in the setting in which it is intended to be
used.
 Determines weather the changes in instruction are made after
the small group step were effective.
 Determines if instruction can be used in the context it was
intended for.
Field Trail

15. This is used to determine if learners can use the newly learned
information/skills within the site where the skills are ultimately
required.
Did the skills transfer?
How are the skills used?
How can training be improved?
What physical, social, managerial factors enhanced or
prohibited the use of the skills?
Formative Evaluation in the
Performance Context

16.  The instructor chooses existing materials be there is seldom
tie or resources to conduct all faces of the evaluation. Then
after proceed to the field trail.
 The instructor that conducts the field trail is able to observe
the progress and attitudes of the learners using a set of
adopted or adapted materials.
Formative Evaluation of Selected
Materials

17. This is determine whether the instruction is effective and
decide how to improve it. This functions similar to the field
trial.
 The instructor must be concerned with entry skills, prior
knowledge and attitudes of learners.
 The evaluation of instructional procedures can also be
evaluated during this process.
Formative Evaluation of Instructor-
Led Instruction

18. The information that is associated with the collection of date
during the field trail of original instructional materials applies
equally to the data collection procedures used in the evaluation
of selected materials and instructional procedures.
Data Collection for Selected
Materials and Instruction –Led
Instruction

19. The designer should keep several concerns about the formative
evaluation context and the learners who participated in the
evaluation process when planning and implementing data
collection procedures.
Concerns Influencing Formative
Evaluation

20. The data collected in the formative evaluation can help the
designer make the least tentative decision about their
particular unit of continued instruction.
Problem Solving during Instructional
Design

21. LaSheena Nation
Lasheenanation32hhs@yahoo.com
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