Literaturnachweis - Detailanzeige
| Autor/inn/en | Mehlinger, Howard D.; Patrick, John J. |
|---|---|
| Institution | Indiana Univ., Bloomington. High School Curriculum Center in Government. |
| Titel | The Use of "Formative" and "Summative" Evaluation in an Experimental Curriculum Project: A Case in the Practice of Instructional Materials Evaluation. |
| Quelle | (1970), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Curriculum Development; Curriculum Evaluation; Evaluation Methods; Instructional Materials; Program Evaluation |
| Abstract | The efforts of a pair of curriculum developers to conduct "formative" and "summative" evaluation of an experimental civics course are described here, along with some of the consequences of their efforts, and a few of the pitfalls they encountered. Formative evaluation refers to those practices that produce data enabling developers to improve their products during the development stage. Summative evaluation refers to an over-all final evaluation of the product with the purpose of producing information useful to the ultimate consumers. Formative evaluation procedures described include pre- and posttesting of student political attitudes, objective testing of performance, open-ended teacher questionnaires, criticism of the course by outside readers, teacher de-briefing sessions, teaching one class by course developers, and site visits to pilot classes. Three instruments were constructed to provide a summative evaluation of the course: a political knowledge test, a political science skills test, and an attitude test. The report describes the plans for administering these tests as well as plans for evaluating the trained versus the untrained teachers and checking teacher and student response to the proposed instructional materials. (JY) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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