This study involved the development and validation of an effective model for conducting formative evaluation for instructor-led courses for use in corporate settings. Data collected through surveys of 17 corporate training organizations and in-depth investigations of 4 training departments were combined with formative evaluation practices in the literature to generate components around which the model was created. / A formative evaluation model for instructor-led instruction was engineered to parallel the phases in instructional systems design: analysis, design, development and delivery. One of the model's unique attributes was the use of concurrent engineering practices for early involvement of stakeholders in the instructional design and formative evaluation processes. It was hypothesized that the concurrent approach would enhance the model's effectiveness in the early detection of potential defects in instructor-led courses. / A second salient feature of the model was the use of structured observations of the instructional process during the development and delivery phases. The use of an observer was to focus the formative evaluation activities conducted during the development and pilot tests on the effectiveness of the instructional processes in the instructional setting. / The validation the formative evaluation model was conducted in three different companies. Each used the model during the development of a course for use with their employees. In the validation sites, the model was judged to be valid based on three pre-established criteria relating to its: (a) usability, (b) effectiveness in early detection of potential defects in instructor-led courses, and (c) effectiveness in producing courses that resulted in acceptable levels of participants' mastery of learning objectives and assessments of the effectiveness of the instructors. / In particular, designers at the validation sites indicated that potential defects were identified in early design phases, and a review of their design documents by the researcher supported this assessment. They also indicated that the observer notes provided in-depth feedback on not only revisions that were needed, but also rationales for the revisions. / Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 0445. / Major Professor: Walter Dick. / Thesis (Ph.D.)--The Florida State University, 1994.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77103 |
| Contributors | King, Deborah Slaughter., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 324 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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