The literature on formative evaluation advocates the use of both subject matter and learner experts to review instructional materials, yet there has been little research to support this recommendation. The present study investigates the distinguishing characteristics of these two expert reviewers, in particular the type and amount of oral feedback they produced and the cognitive processes they engaged in. The think-aloud method was employed to obtain feedback about a six page instructional unit from eight experts; four subject matter and four learner experts. Comments from the experts were transcribed, segmented and coded according to three coding systems. Results indicated that the two groups produced similar data. In addition, the findings showed that both groups referred to similar domains of knowledge, evoked or constructed similar plans and identified their task as detecting problems. These findings contradict the use of both types of experts during formative evaluation. Some practical recommendations for practitioners are offered.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.26344 |
| Date | January 1994 |
| Creators | Tremblay, Diana |
| Contributors | Weston, C. B. (advisor) |
| 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 and Counselling Psychology.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001431214, proquestno: MM99942, Theses scanned by UMI/ProQuest. |
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