Skip to main content
SpringerLink
Log in

Formative evaluation information from scripts, scratch tracks, and rough cuts: A comparison

  • Article
  • Published:
ECTJ Aims and scope Submit manuscript

Abstract

How early in the development of content materials for a televised course should learner review occur? This study compares data gathered from adult students interested in the humanities who reviewed either the script, scratch track audiotape, or rough cut videotape for a course on Japan. After each group completed its experimental task, a questionnaire assessing opinion of the format was administered. Reviewers also completed a short-answer posttest on the content material presented. In this case, considerable time and expense could have been saved had learner review occurred at the script stage.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Aversa, F.Research in formative evaluation: A comparison of the response to a television program in three stages of completion. Paper presented at the annual meeting of the Association for Educational Communications and Technology, Miami, April 1977.

  • Bransford, R. K. Instructional development.Educational Communication and Technology, 1978,26(2), 123–132.

    Google Scholar 

  • Cronbach, L. J. Course improvement through evaluation.Teachers College Record, 1963,64(8), 672–683.

    Google Scholar 

  • Palmer, E. L. Formative research in the production of television for children. In E. O. Olson (Ed.),Media and symbols: The forms of expression, communication, and education (73rd NSSE Yearbook, Part I). Chicago: National Society for the Study of Education, 1974.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Division of Curriculum and Instruction, Virginia Polytechnic Institute, 24061, Blacksburg, VA

    John K. Burton (Assistant professor of education)

  2. Office of Formative Evaluation, University of Mid-America, 68501, Lincoln, NE

    Frances M. Aversa (Associate director)

Authors
  1. John K. Burton
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Frances M. Aversa
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Burton, J.K., Aversa, F.M. Formative evaluation information from scripts, scratch tracks, and rough cuts: A comparison. ECTJ 27, 191–194 (1979). https://doi.org/10.1007/BF02765451

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02765451

Keywords

Search

Navigation