Despite the recommendation to use both expert and learner feedback during formative evaluation, little research has compared the differences in data produced by these two sources. The presents study examines the differences in feedback produced by experts and learners. Six sessions with experts and six sessions with learners were conducted to obtain feedback about a six page instructional unit. The think-aloud method was used to gather data from experts and the talk-aloud method was used with learners. Comments from experts and learners were transcribed, segmented, and coded according to two coding system which addressed both the amount and type of feedback. Results indicated that when compared to learners, experts identify a higher percentage of problems, make more comments related to their knowledge of the subject matter, provide more revision suggestions, and summarize their comments and actions more often. Learners elaborate more about each problem and focus on issues related to instructional design and language. The findings support the use of both experts and learners to evaluate instruction.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.61293 |
| Date | January 1992 |
| Creators | Israeloff, Alanna |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Educational Psychology and Counselling.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001317492, proquestno: AAIMM80292, Theses scanned by UMI/ProQuest. |
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