ID Phase III Evaluation
Through reading the materials about evaluation and design research, I realized that evaluation is not a dispensible step after the design and implementation, but is carried out through the whole process. What's more, when we finish the design of an instructional project, we have the chance to yield generalized research outcomes as well.
Chapter 19 elaborates the definition, phases, procedure and different stakeholders' roles of formative and summative evaluation. In my previous knowledge, evaluation is all about summative evaluation, which is done after the implementation and is to value the effectiveness of the project. While actually, formative evaluation is the prior one. Formative evaluation is conducted along with design and implementation, which helps make sure that the project is an iterative one and revisions can be made promptly. According to the reading, formative evaluation consists of four phases: design reviews, expert reviews, learner validation and ongoing evaluation. Design review is the evaluation made by designers through asking themselves the congruence of the design and the goals, analyses, and assessment specifications. Experts review and learner validation involve other stakeholders into evaluation to gain more objective and fundamental data. And ongoing evaluation continues even after the implementation to ensure the revisions work. Then there is the summative evaluation, which can be done by choosing between or combining Objectivism and Subjectivism. Compared to Subjectivism employing expert judgment, Objectivism applying observation and data collecting is more tended in systematically designed instruction. Because of such respect to objectivism, designers, who know the project best, stand at a controversial position since they are prone to believe the effectiveness of the project. Thus well-designed evaluation method is of great importance.
Chapter 10 introduces 6 major evaluation models. Stufflebeam's CIPP model contains four distinct types of evaluation: context, input, process, and product, which can be done together or separately. CIPP model elevates the position of evaluation and evaluators.
Rossi's Five-Domain model containing needs assessment, theory assessment, implementation assessment, impact assessment and efficiency assessment emphasizes that evaluation should be tailored to specific conditions.
Chen's Theory-Driven model consists of action model and change model, which help to evaluate the program theory. Such a model help to find out the actual mechanism between the input and output.
Kirkpatrick's Training model facilitates training evaluation specifically and consists of four progressive levels: reaction, learning, behavior, and results.
Brinkerhoff's Success Case Method focuses on the successful cases and the factors which distinguish effective and ineffective cases.
Patton's Utilization-Focused Evaluation examines evaluation itself to see the degree to which the outcome of an evaluation is used. Since a never-used evaluation is of no meaning, this model is suggested to be always conducted with other models.
Edelson (2002) introduces the concept of design research, during which researchers who are also designers continuously learn from the analyses, design, and implementation of a project. What's more, they may yield prominent theories during the process, which could possibly be generalized and widely used, while also being very practical to solve real problems. Also, innovative products may be produced since researchers are influenced less of the market.
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