Formative
evaluation
the collection of data and
information during the development of instruction that can be used to improve
the effectiveness of instruction. (Dick & Carey, 2005, p. 277)
Small-group
Evaluation
The second stage of formative
evaluation, referring to the use of a small number of tryout students who study
an instructional program without intervention for the designer and are tested
to assess the effectives of the instruction. (Dick & Carey, 2005, p. 366)
The third stage in formative
evaluation, referring to the evaluation of the program or product in the
setting in which it is intened to be used. Also, the second phase of summative
evaluation. (Dick & Carey, 2005, p. 364)
A person knowledgeable about a
particular content area. Also known as Subject Matter Specialist. (Dick &
Carey, 2005, p. 367
The first stage in formative
evaluation, referring to direct interaction between the designer and individual
tryout student. (Dick & Carey, 2005, p. 366)
LiveBinder http://www.livebinders.com/play/play/1218617?tabid=605c0f10-cbe4-2c0b-3a7a-d41dbd0cf34f
Conceptual Framework Model – Designing and Conducting Formative
Evaluations
The framework consists of four components. The first component, which it the outer
circle, represents the prior knowledge and skills that students bring with them
as they begin their educational journey.
As students become actively engaged in learning new ideas and skills,
they relate it to their prior knowledge to become teachers that are more
effective. These new ideas, practices
and resources can help them implement changes to help them succeed in the
classroom and provide them with new ways to interact with their students. This prior knowledge serves as the foundation
for learning at the university.
The second component represents the setting or the
place where the training of the educator will take place. This component examines knowledge and
ability, application through experience, and professional values and
dispositions. The candidate takes classes
that train them to become professionals.
They become lifelong learners by working with others staff members. This
means they are open to learn new ideas and learning skills that will keep them
up to date with all the ever-changing learning opportunities in the world
today.
The
third component represents decision-making terms. These terms include planning, predicting,
implementing, reflecting, evaluating, and revising. Students improve their knowledge and skills
as they plan where they want to begin.
They select and implement their plans as they learn and become decision
makers. They become reflective
practitioner as they continually evaluate their choices and others in the
learning community. This evaluation
leads to change and revising the plans or start all over again. The decision-making cycle represented by
rotating arrows, that is continuous and promotes professional growth.
The
fourth component represents the outcome context that and all the other
components lead to one goal, the development of the educator. The educator is and informed and responsible
decision maker. The decision-maker
described as a reflective practitioner, a change agent, and a lifelong
learner. A reflective practitioner can
be important in the professional setting where someone is learning from his or
her own professional experiences. They also look for opportunities to grow
professionally. Learning takes place all
the time and in all places. As lifelong learners, we continue to build
knowledge throughout our life as an educator.
Learning takes place all the time and in all places.
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