A Design and Assessment of a Formative Evaluation of the Principles of Technology Curriculum Materials.

Autor/inn/en	McKinney, Floyd L.; Kohan, Alan
Institution	Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Titel	A Design and Assessment of a Formative Evaluation of the Principles of Technology Curriculum Materials.
Quelle	(1986), (146 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Change Strategies; Curriculum Development; Educational Research; Evaluation Criteria; Evaluation Methods; Field Tests; Formative Evaluation; Instructional Material Evaluation; Instructional Materials; Interviews; Program Improvement; Questionnaires; Research Design; Research Methodology; Secondary Education; Technical Education; Technological Literacy + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lösungsstrategie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsforschung; Pädagogische Forschung; Praxisübung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Interviewing; Interviewtechnik; Fragebogen; Forschungsdesign; Research method; Forschungsmethode; Sekundarbereich; Technikunterricht; Technisches Wissen
Abstract	The National Center for Research in Vocational Education (NCRVE) was consulted to improve the formative evaluation design for the Principles of Technology (PT) curriculum materials developed by the Center for Occupational Research and Development (CORD) and the Agency for Instructional Technology (AIT). Because the NCRVE entered the formative evaluation effort at midpoint in its evaluation time line, the formative evaluation activities being conducted by the curriculum developers were reviewed and minor changes were suggested. It was recommended that (1) case studies be used to provide the curriculum developers with a greater depth of information about the setting in which local schools were attempting to implement PT, (2) future formative evaluation efforts should be designed concurrently with the development of the curriculum and the development of strategies for field testing it, (3) the purpose and nature of formative evaluation should be thoroughly explained to all concerned parties, and (4) extensive communication should be maintained between curriculum developers and users. (Appendixes to this report include a membership list of the content review team, the first-year evaluation instruments, the formative evaluation time line, the approach for the second-year formative evaluation time line, the approach for the second-year formative evaluation that has been suggested by the NCRVE, the second-year instruments used by CORD and AIT, and an interview assessment guide.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01