The review process in formative evaluation of instructional text : the role of content experts and instructional designers
This study explores and describes the processes of formative evaluation as carried out by content experts and instructional designers. It assumes that formative evaluation is an ill-defined, complex, problem solving task. Six experts (three Content Experts and three Instructional Designers), partici...
Main Author: | |
---|---|
Format: | Others |
Language: | en |
Published: |
McGill University
1989
|
Subjects: | |
Online Access: | http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75906 |
id |
ndltd-LACETR-oai-collectionscanada.gc.ca-QMM.75906 |
---|---|
record_format |
oai_dc |
spelling |
ndltd-LACETR-oai-collectionscanada.gc.ca-QMM.759062014-02-13T04:01:38ZThe review process in formative evaluation of instructional text : the role of content experts and instructional designersSaroyan-Farivar, AlenoushProblem solvingContent analysis (Communication)Curriculum evaluation -- ResearchThis study explores and describes the processes of formative evaluation as carried out by content experts and instructional designers. It assumes that formative evaluation is an ill-defined, complex, problem solving task. Six experts (three Content Experts and three Instructional Designers), participated in this descriptive study. Subjects reviewed and revised a unit from a draft version of a self-instructional module on microbiology, while thinking aloud. Two coding schemes were developed and applied to the think-aloud protocols. Overall inter-coder reliability exceeded 89%. Qualitative data were used to describe the processes of formative evaluation, convergence patterns, and the degree of specificity of comments across subjects. Results suggest that there were between group differences in task representation, in the employed strategies, and in features of the text which were commented upon more frequently. Within group similarities in the outcome of formative evaluation were salient on a superficial level. Within group differences were more apparent when comments were compared qualitatively.McGill University1989Electronic Thesis or Dissertationapplication/pdfenalephsysno: 000913171proquestno: AAINL52269Theses scanned by UMI/ProQuest.All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.Doctor of Philosophy (Department of Educational Psychology and Counselling.) http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75906 |
collection |
NDLTD |
language |
en |
format |
Others
|
sources |
NDLTD |
topic |
Problem solving Content analysis (Communication) Curriculum evaluation -- Research |
spellingShingle |
Problem solving Content analysis (Communication) Curriculum evaluation -- Research Saroyan-Farivar, Alenoush The review process in formative evaluation of instructional text : the role of content experts and instructional designers |
description |
This study explores and describes the processes of formative evaluation as carried out by content experts and instructional designers. It assumes that formative evaluation is an ill-defined, complex, problem solving task. Six experts (three Content Experts and three Instructional Designers), participated in this descriptive study. Subjects reviewed and revised a unit from a draft version of a self-instructional module on microbiology, while thinking aloud. Two coding schemes were developed and applied to the think-aloud protocols. Overall inter-coder reliability exceeded 89%. Qualitative data were used to describe the processes of formative evaluation, convergence patterns, and the degree of specificity of comments across subjects. Results suggest that there were between group differences in task representation, in the employed strategies, and in features of the text which were commented upon more frequently. Within group similarities in the outcome of formative evaluation were salient on a superficial level. Within group differences were more apparent when comments were compared qualitatively. |
author |
Saroyan-Farivar, Alenoush |
author_facet |
Saroyan-Farivar, Alenoush |
author_sort |
Saroyan-Farivar, Alenoush |
title |
The review process in formative evaluation of instructional text : the role of content experts and instructional designers |
title_short |
The review process in formative evaluation of instructional text : the role of content experts and instructional designers |
title_full |
The review process in formative evaluation of instructional text : the role of content experts and instructional designers |
title_fullStr |
The review process in formative evaluation of instructional text : the role of content experts and instructional designers |
title_full_unstemmed |
The review process in formative evaluation of instructional text : the role of content experts and instructional designers |
title_sort |
review process in formative evaluation of instructional text : the role of content experts and instructional designers |
publisher |
McGill University |
publishDate |
1989 |
url |
http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75906 |
work_keys_str_mv |
AT saroyanfarivaralenoush thereviewprocessinformativeevaluationofinstructionaltexttheroleofcontentexpertsandinstructionaldesigners AT saroyanfarivaralenoush reviewprocessinformativeevaluationofinstructionaltexttheroleofcontentexpertsandinstructionaldesigners |
_version_ |
1716643742409031680 |