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A model for understanding formative evaluation in instructional design

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Abstract

The model elaborated here provides a common language for analyzing and understanding the literature on formative evaluation by identifying four components: who participates, what roles can be taken, what techniques can be used, and in what situations these can occur. Premised on the design process, intentional decisions about these components must be made after establishing goals of the instruction and considering the constraints. The model was validated by analyzing 11 instructional design texts. The analysis revealed many assumptions embedded in the language that is used to talk about formative evaluation and highlighted what is emphasized and what is not addressed about the process. The model provides a decision-making template for designing an effective formative evaluation.

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Authors and Affiliations

  1. Department of Educational and Counselling Psychology, McGill Unitersity, Montreal, Canada

    Cynthia Weston (associate professor), Lynn McAlpine (associate professor) & Tino Bordonaro (graduate student)

Authors
  1. Cynthia Weston
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  2. Lynn McAlpine
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  3. Tino Bordonaro
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Additional information

They are also members of the Centre for University Teaching and Learning of which Cynthia is Director. The authors wish to thank Jacob Burack, the reviewers and the editor for the insightful formative feedback that was provided on various drafts of this manuscript.

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Weston, C., McAlpine, L. & Bordonaro, T. A model for understanding formative evaluation in instructional design. ETR&D 43, 29–48 (1995). https://doi.org/10.1007/BF02300454

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