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ERIC Number: ED298912
Record Type: RIE
Publication Date: 1984
Pages: 8
Abstractor: N/A
Reference Count: N/A
Evaluation Dimensions for Program Development and Improvement.
Baker, Eva L.
This chapter addresses the problems encountered in the formative evaluation of instructional development projects and the instructional development process. Three types of formative evaluation--component, convergent, and contextual--are distinguished, and the consequences of using the wrong type of evaluation in a particular situation or project are discussed. Various levels at which the evaluator may become involved in a formative evaluation are considered in the context of the accuracy of the data used in a formative evaluation. Recommendations are made for improvement based upon careful use of the three types of formative evaluation discussed in this chapter. Three figures are included. (10 references) (Author/EW)
Publication Type: Guides - Non-Classroom; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Instructional Development: The State of the Art, II; see IR 013 273. For volume I, see ED 292 444.