7W:135 - Computer Applications for Instruction

7W:135	Computer Applications for Instruction	Spring, 1997
Sect. 1		David Klein

Advance Organizer 11

(Evaluation)

A&T, Chapter 12

List the three phases or substeps of the evaluation of a program, according to the authors. Now look at how these steps are further divided in the chapter. Why do you think they are organized they way they are?
Based on the issues described in the chapter, write down what you believe are the most important issues for evaluating in a CAI lesson. Explain why.

Reeves, T. C. (1992). Evaluating interactive multimedia.

Define formative evaluation according to the author. Is this definition in line with other definitions of formative evaluation?
What is cognitive apprenticeship? What are its characteristics?
Define formative experimentation. How does formative experimentation differ from formative evaluation? Why does the author use this term instead of formative evaluation?
How is formative experimentation carried out? How does this implementation of formative evaluation conform to constructivist principles?

Northrup, P. T. (1995). Concurrent formative evaluation: Guidelines and implications for multimedia designers.

What is concurrent formative evaluation? According to the author, why is concurrent formative evaluation necessary for multimedia?
What are the stages when evaluation should be carried out?
What is a rapid prototype? What is it used for in computer-assisted instruction?
For each type of evaluation (each row) shown in the chart on pp. 26-27, explain what the evaluation seeks to accomplish and explain why each type of evaluation should be carried out at that point in the development process.

Authorware project. Here are activities you can do related to your Authorware project.

At some point or points in developing your Authorware project, develop a checksheet of issues that need to be evaluated in your program. Briefly include on the checksheet who should be consulted on these issues and why.
Consult an experienced instructional design student or professor and arrange to get feedback on your program at some point in the development process. You might base some of this evaluation on questions from a checksheet you created in step 1.
Using the checksheet(s) developed in step 1, run a pilot test (or pilot tests) on your program with appropriate subjects to help you evaluate your program design. Based on the subjects' responses, write down the program's strengths and weaknesses and what you should do to improve the design.