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: | Saroyan-Farivar, Alenoush |
---|---|
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 |
Similar Items
-
A Case Study on Content Based Instruction for Primary School Children
by: Helda Alicia Hidalgo Dávila, et al.
Published: (2011-12-01) -
Assessment Tests in the Mathematics Teaching Guides in Spain. Analysis of the Content Blocks and the Treatment of Arithmetic Word Problems
by: Raúl Tárraga-Mínguez, et al.
Published: (2021-06-01) -
Problem-Solving a Behaviorological Analysis with Implications for Instruction
by: Bruce, Guy S. (Guy Steven)
Published: (1988) -
Expressed interest and extent of practice as they affect outcomes of instruction in problem solving /
by: Metwali, Samia M.
Published: (1979) -
Torrance's Future Problem-Solving Instruction: Developing Students' Problem-Solving Ability
by: Asanlaya Duangrawa, et al.
Published: (2020-10-01)