ERIC Number: ED425168
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
An Approach to Formative Evaluation for Teacher Enhancement Programs.
Ruiz-Primo, Maria Araceli; Shavelson, Richard J.; Baxter, Gail P.
This paper presents one possible approach to the formative evaluation of a Teacher Enhancement Program (TEP). The approach was applied to a National Science Foundation TEP designed to enhance teachers' knowledge and use of performance assessment technology. The study demonstrates the applicability of the approach to formative evaluation and provides a concrete example of how program development and findings from formative evaluation can be linked together. According to the approach, the study: (1) conceives a TEP as a system of interrelated components that goes through different stages of development; (2) considers the formative evaluation as an iterative process wherein the nature and purpose change with the development of the program; (3) shows how the iterative process renders cumulative knowledge about the program, and how this knowledge may lead to decisions to arrive at a prototype program with characteristics that increase its potential for success; (4) presents a multimethod approach to conduct formative evaluation and show how to triangulate evaluation findings based on different sources of information; and (5) shows how the adaptability of the evaluator's role and his or her knowledge of the subject matter of the program can make a difference in the impact of evaluation findings. An appendix charts content by goal across program development try-outs. (Contains 4 tables, 9 figures, and 32 references.) (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A