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ERIC Number: ED123110
Record Type: Non-Journal
Publication Date: 1976-Apr
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Various Formative Evaluation Procedures on Instructional Material Revision in a Large Scale Individualized Science Curriculum Development Project.
Ciesla, Jerome L.
The purpose of this study was to determine which types of feedback had the most influence on the revisions of instructional materials performed by writers in an individualized science curriculum development project. Each of the Individualized Science Instructional System (ISIS) project staff members, whose job was to revise minicourse drafts produced and field-tested by the ISIS project, participated in an evaluation of the types of feedback that may have influenced their revisions of ISIS minicourses. They rank-ordered a list of types of feedback according to the amount of influence the feedback had on their actual revision of minicourse materials. Verbal (audiotaped) feedback from teachers was rated as the most influential by nearly all of the subjects. Feedback that involved information obtained from students who used the instructional materials received the lowest ratings. Informal and verbal (i.e., nonquantitative) feedback was rated as being more influential than feedback that was more formal and less verbal (i.e., quantitative). (Author/MLH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A