A Structure for Formative Evaluation in Product Development

Sanders, James R.; Cunningham, Donald J.

doi:10.3102/00346543043002217

Cited by 28 publications

(19 citation statements)

References 7 publications

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“…TPE is also similar to systems reported by Stake (1967) and Sanders and Cunningham (1973). Provus and his associates, at the beginning of their studies, thought they knew what was going on in these programs.…”

Section: Thusupporting

confidence: 79%

Proceedings of the Symposium on Psychology in the Department of Defense (8th) Held in Colorado Springs, Colorado on 21-23 April 1982

Swiney¹

1982

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Section: Thusupporting

confidence: 79%

Proceedings of the Symposium on Psychology in the Department of Defense (8th) Held in Colorado Springs, Colorado on 21-23 April 1982

Swiney¹

1982

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“…L'évaluation sommative est utilisée au terme d'une activité, qu'il s'agisse d'une leçon, d'un cours ou d'un programme, aux fins de reconnaissances d'aptitude, d'obtention d'un grade, ou pour rechercher une plus grande efficacité dans un curriculum, un programme ou un plan de travail en éducation, en appliquant une sanction ou en attribuant une note qui sanctionne le travail accompli (Bloom, Hastings et Madaus, 1971). Sanders et Cunningham (1973) soutiennent que l'évaluation sommative fait référence à une appréciation ou à une estimation du genre «rapport au consommateur», laquelle sanctionne le produit ou celui qui produit.…”

Section: éValuation Sommative Et Formativeunclassified

Méthode d’évaluation pour l’amélioration desperformances dans l’enseignement postsecondaire

Talbot

2009

rse

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L’auteur présente une nouvelle méthode d’évaluation formative permettant derecueillir du feedback et d’améliorer les performances dans l’enseignementpostsecondaire. Il s’agit d’une méthode d’évaluation par animation dirigée d’ungroupe, basée sur l’évaluation formative. Inspirée de la Technique Delphi et de laTechnique du groupe nominal, cette méthode s’avère plus facile à administrer tout enobtenant un niveau de satisfaction élevé des utilisateurs. Sa fiabilité a étévérifiée tant dans l’enseignement post-secondaire que dans l’entreprise avec desrésultats satisfaisants. Le présent article est consacré à l’application et auxrésultats de la méthode dans le domaine de l’enseignement postsecondaire.The author presents a new method of formative evaluation which provides forfeed-back and a way to improve performance in post-secondary teaching. This methoduses a directed group process based on formative evaluative objectives. Based on theDelphi technique and the Group Nominal technique, it appears to produce a higherdegree of satisfaction among its users and is easier to administer. The reliabilityresults were satisfactory for use in post-secondary teaching and in industry. Thisarticle describes the application and the results of this method in post-secondaryteaching.El autor presenta un nuevo método de evaluación formativa que permite obteneruna retroacción y mejorar los resultados en la enseñanza postsecundaria. Se trata deun método de evaluación por vía de animación dirigida de un grupo, basado en laevaluación formativa. Inspirado de la técnica Delphi y de la técnica del GrupoNominal, este método résulta ser más fácil de administrar obteniendo, a la vez, unnivel elevado de satisfacción en los utilizadores. Su fiabilidad ha sico verifícadatanto en la enseñanza postsecundaria como en la empresa, presantando resultadossatisfactorios. Este articulo esta consagrado a la aplicación de los resultados delmétodo en el sector de la enseñanza postsecundaria.Der Autor legt eine neue Methode formativer Beurteilung vor, die ein "Feed-back"und eine Verbesserung der Leistungen im Unterricht auf Universitäts-niveau erlaubt.Es handelt sich um eine Beurteilungsmethode in dirigierter Gruppenarbeit, die aufformativer Bewertung beruht. Ausgehend von der "Delphi"-Technik und von der"Nominalgruppen"-Technik, erweist sich diese Methode als leichter anwendbar undergibt zugleich einen hohen Befriedigungsgrad unter den Benutzern. IhreZuverlässigkeit wurde sowohl im Universitätsunterricht als auch in der Industrie mitbefriedigendem Erfolg geprüft. Der vorliegende Artikel ist der Anwendung und denErgebnissen der Methode im Unterricht an Universitäten gewidmet

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“…Sanders and Cunningham (1974) were early advocates of field-testing for educational materials, calling "contextual information" a distinct category of inquiry about products that incorporates data from "the conditions under which the materials are expected to function" (p. 221). Scriven (1991) outlined four stages of formative evaluation for technology projects from early "in house critiques," through controlled and then "hands-off" field tests, culminating in expert review.…”

Section: Formative/process Evaluation Of Educational Technology Applimentioning

confidence: 99%

Formative Evaluation for Implementation: Evaluating Educational Technology Applications and Lessons

Weston¹

2004

The American Journal of Evaluation

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Educational technology applications and lessons, such as learning modules, activities, and user-authored systems, face substantial implementation challenges in public schools and postsecondary institutions. The design of technology impacts the willingness of teachers to implement new technology; evaluators examining implementation obstacles can help improve design. In this article, both summative and formative implementation evaluation are discussed in non-technology contexts and compared with current practices with educational technology. Formative evaluation has traditionally focused on making applications and lessons "work"; however, many implementation problems are caused by non-technical/interface concerns and related to the compatibility of the technology with its surroundings. An overview of research on implementation of applications and lessons is provided and linked to a model of formative evaluation for implementation in this area. Technical, curricular/instructional, and practical areas of implementation are examined. Common implementation problems and typical design recommendations are presented. The use of the model is discussed in other areas, such as medicine and assistive technology.

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A Structure for Formative Evaluation in Product Development

Cited by 28 publications

References 7 publications

Proceedings of the Symposium on Psychology in the Department of Defense (8th) Held in Colorado Springs, Colorado on 21-23 April 1982

Proceedings of the Symposium on Psychology in the Department of Defense (8th) Held in Colorado Springs, Colorado on 21-23 April 1982

Méthode d’évaluation pour l’amélioration desperformances dans l’enseignement postsecondaire

Formative Evaluation for Implementation: Evaluating Educational Technology Applications and Lessons

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