A comparison of student feedback obtained from three methods of formative evaluation of instructional materials |
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| Authors: | Vivian Medley-Mark Cynthia B Weston |
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| Institution: | (1) Centre for University Teaching and Learning, McGill University, Canada;(2) Centre for University Teaching and Learning, McGill University, 3700 McTavish Street, H3A 1Y2 Montreal, Quebec, Canada;(3) Department of Educational Psychology and Counselling, McGill University, 3700 McTavish Street, H3A 1Y2 Montreal, Quebec, Canada |
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| Abstract: | The success of formative evaluation techniques to improve instructional materials is well documented. Researchers have found that materials revised on the basis of one-to-one sessions are equally effective as materials revised on the basis of small group sessions, and that both are superior to the unrevised, original versions. However, there is a paucity of research comparing the types of data obtained from these two recommended approaches to formative evaluation. This study compares the quantitative and qualitative nature of the problems identified by students in three conditions. Specifically, a one-to-one active, a small group active, and a small group passive were the conditions employed. Explanations for the observed differences are attributed to and described in terms of the instructional materials themselves and differences in the procedures or conditions employed. Finally, a number of more practical issues are raised and discussed in terms of their impact on the selection of a particular method or combination of methods for the formative evaluation of instructional materials. |
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