This study explores and describes the processes of formative evaluation as carried out by content experts and instructional designers. It assumes that formative evaluation is an ill-defined, complex, problem solving task. Six experts (three Content Experts and three Instructional Designers), participated in this descriptive study. Subjects reviewed and revised a unit from a draft version of a self-instructional module on microbiology, while thinking aloud. Two coding schemes were developed and applied to the think-aloud protocols. Overall inter-coder reliability exceeded 89%. Qualitative data were used to describe the processes of formative evaluation, convergence patterns, and the degree of specificity of comments across subjects. Results suggest that there were between group differences in task representation, in the employed strategies, and in features of the text which were commented upon more frequently. Within group similarities in the outcome of formative evaluation were salient on a superficial level. Within group differences were more apparent when comments were compared qualitatively.

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M.A. / A review of research titles produced since 1985 at RAU indicates that no formal research has been conducted on the evaluation of the counselling psychology curriculum. An overview of the literature in this field indicates that the profession has not consolidated a unique identity, and its evolution continues since its inception in approximately 1890 together with the origination of the general field of psychology. It thus becomes difficult to define a standard counselling psychology curriculum in this changing growth process, and this study examines only a single curriculum while attempting to determine efficiency, effectiveness and relevance within the changing South African context. Thus while the literature and existing theoretical models served to provide some bench marks in the evaluation process in terms of current trends, the related needs of a diverse and changing South African population were also utilised. It was anticipated that this evaluation process would provide the training system with relevant feedback to be used for possible future implementation. Given the limitations of a dissertation the aim was not to conduct an empirical study, but rather to obtain as much useful information as possible by using a questionnaire with rating scales and open ended questions in order to best determine efficiency, effectiveness and relevance of the training curriculum. While the analysis of the results appears to show that students experienced overall satisfaction with training, except for some modules, a trend is also noted where the programme itself has evolved by better meeting the needs of students. However, it is indicated that the programme does not adequately prepare students for the demands of private practice, and that the emphasis is too academic and less applied, which results in producing adequate knowledge but inadequate skills. Serious consideration is found to be needed regarding the relevance of the curriculum in terms of the broader South African community and needs.