Evaluation Methods
The three types of evaluation that an instructional designer will use are typically learner, formative, and summative.
The goal of learning evaluation is to determine the level of course mastery of the respective student. Student mastery is established by testing how well the student has met the specific instructional goals and objectives. Using true/false, multiple-choice, matching, short answer, and essay tests all help to determine if the learners' knowledge level has changed due to the coursework. (Morrison et al., 2019)
Formative evaluation is used during the instructional design process to gather the necessary feedback through data and communication to guide how the design process progresses. The feedback allows an instructional designer to make improvements or modifications to the instructional content before completion. The formative evaluation feedback mechanism helps ensure the development of high-quality courseware. (Brown, 2015)
A basic model for formative evaluation was developed by Morrison, Ross, Kalman, and Kemp (Morrison et al., 2019) based on the work of Gooler (1980), which includes three main phases. First is the planning phase includes the following steps: purpose, audience, issues, resources, and evidence. The second is the conducting phase and includes the following steps: data-gathering technique and analysis. The third and final phase includes the reporting step. (Brown, 2015)
The summative evaluation process seeks to create a formal report outlining the instructional intervention's impact. The Kirkpatrick method is one of the most often used. The Kirkpatric evaluation model includes four evaluation levels: reactions, learning, transfer, and results. (Kirkpatrick & Kirkpatrick, 2016) The results of a summative evaluation report will typically outline who participated in the instructional intervention, what activities impacted them, and what changes occurred from their participation. The evaluation report will often include
the costs and benefits of implementation,
descriptions of the essential conditions necessary to continue the program or reproduce it, and
recommendations on whether the instructional intervention should be modified, discontinued, or continue as-is. (Brown, 2015)
In summary, the learning evaluation assesses the learner's mastery; the formative is used during the design process, and the summative after creating the content. Thus, each of the three types of evaluation has its respective benefits and focus.
Formative evaluation is used during the instructional design process to gather the necessary feedback through data and communication to guide how the design process progresses. The feedback allows an instructional designer to make improvements or modifications to the instructional content before completion. The formative evaluation feedback mechanism helps ensure the development of high-quality courseware. (Brown, 2015)
A basic model for formative evaluation was developed by Morrison, Ross, Kalman, and Kemp (Morrison et al., 2019) based on the work of Gooler (1980), which includes three main phases. First is the planning phase includes the following steps: purpose, audience, issues, resources, and evidence. The second is the conducting phase and includes the following steps: data-gathering technique and analysis. The third and final phase includes the reporting step. (Brown, 2015)
The summative evaluation process seeks to create a formal report outlining the instructional intervention's impact. The Kirkpatrick method is one of the most often used. The Kirkpatric evaluation model includes four evaluation levels: reactions, learning, transfer, and results. (Kirkpatrick & Kirkpatrick, 2016) The results of a summative evaluation report will typically outline who participated in the instructional intervention, what activities impacted them, and what changes occurred from their participation. The evaluation report will often include
the costs and benefits of implementation,
descriptions of the essential conditions necessary to continue the program or reproduce it, and
recommendations on whether the instructional intervention should be modified, discontinued, or continue as-is. (Brown, 2015)
In summary, the learning evaluation assesses the learner's mastery; the formative is used during the design process, and the summative after creating the content. Thus, each of the three types of evaluation has its respective benefits and focus.
References
Brown, A. H. (2015). The Essentials of Instructional Design. https://doi.org/10.4324/9781315757438Links to an external site.
Gooler, D. D. (1980). Formative evaluation strategies for major instructional development projects. Journal of Instructional Development, 3(3), 7–11. https://doi.org/10.1007/bf02909012Links to an external site.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation. Association for Talent Development.
Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.
Gooler, D. D. (1980). Formative evaluation strategies for major instructional development projects. Journal of Instructional Development, 3(3), 7–11. https://doi.org/10.1007/bf02909012Links to an external site.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation. Association for Talent Development.
Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.
