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ERIC Number: ED064364
Record Type: RIE
Publication Date: 1972-Apr
Pages: 30
Abstractor: N/A
Reference Count: 0
Evaluation Strategies as a Function of Product Development Stages.
Hess, Robert J.; Wright, William J.
There are issues in evaluation and stages of product development that demand the use of experimental or quasi-experimental designs. To counteract criticism of evaluation efforts, an approach to the examination of the multiple issues involved in curriculum product evaluation across the usual developmental cycle of educational products was developed. Curriculum products typically move through a developmental sequence comprised of five stages: Initial State, Hot House - the initial tryout of a prototype product, pilot test, field test, and public diffusion. Each stage represents a milestone in the life of a product. In the course of evaluation, various audiences are acquired: the sponsor, the institution, the developer, consumer representatives, and advisors. There are five major dimensions of a comprehensive evaluation of curriculum products: Desirability/Feasibility, (2) Management/Procedural Cost, Product Worth, Usability, and Generalizability. Issues relating to the continuation or termination of a program concern statement and fulfillment of objectives, establishing a rationale for the use of particular measuring instruments, determination of whether or not different effects result from alternative procedures. When the product enters the diffusion stage, formative evaluation is ended and summative evaluation ought to begin. It is pointed out that true summative evaluation is consumer protection and is a three tiered process operating wherein: (1) The product developer establishes the criteria; (2) some agency of the federal government examines the product; and (3) Local education agencies research the products. (CK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: CEMREL, Inc., St. Ann, MO.
Note: Paper presented at the American Educational Research Association Convention (April 1972, Chicago, Ill.)