Biomedical Engineering Reference
In-Depth Information
techniques and methods to use will depend upon two factors.
One is management's goal for the evaluation; the other is the
needs of the main audience of the formative evaluation, namely
the needs of the instructional designer who will revise the
training program. The formative evaluation and re-piloting of
the training module can continue until management has
decided that the needs of the organization have been met.
Once the formative evaluation has been completed and all
necessary changes to the module have been made, it is time to
move to fi nal implementation of the training program.
12.8 Notes
1. See Robert Gagné and Leslie Briggs (1979) p. 37 see also
p. 290:
Evidence of an instructional program's worth is
sought for use in making decisions about how to
revise the program while it is being developed. In
other words, the evidence collected and interpreted
during the phase of development is used to form the
instructional program itself.
2. See Gagné and Briggs, op. cit., p. 293. See also Joseph S.
Wholey (1996)pp. 145ff and Greg Wang and Diane
Wilcox (2006), esp. pp. 529-30.
3. See Gagné and Briggs, op. cit., p. 38.
4. See Lawrence Friedman, et al . (1981).
5. See Derek Lowe (2006), esp. p. 72.
6. See, for example, Kathryn Webert (2007); also Damian
McEntegart et al. (2007). A classic statement is found in
Friedman et al. op. cit., pp. 58-67.
7. See Isabelle Boutron et al. (2006).
8. See Dean Fergusson et al. (2004).
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