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ERIC Number: ED153646
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Evaluation Types in Instructional Development: Beyond the Formative-Summative Distinction.
Misanchuk, Earl R.
In the context of instructional development projects, situations arise in which evaluations are required that are neither formative nor summative in role. Typical responses to such situations are to stretch the meaning of one or the other of the terms introduced by Scriven (1967) to accommodate the situation; a consequence is a loss in precision of language which often results in difficulties in communication among practitioners. Another role descriptor, confirmative evaluation, describes a situation in which an operational program is brought up for review, and its characteristics are explored. Additional dimensions of evaluation, two developed by Davies and Schwen (1972), heuristic-algorithmic and determinate-indeterminate, provide detail regarding the procedures and data types used in the evaluation; a third, acquirement-accomplishment evaluation, describes the kind of outcome or behavior under scrutiny. Using the various dimensions in reporting evaluation studies could lead to more precise communication. (Author/VT)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented to the Association for Educational Communications and Technology (Kansas City, Missouri, April 1978)