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Domain
of Evaluation
Evaluation can best be described as the process of determining the effectiveness
of learning. Seels and Richey suggest that
“evaluation procedures determine the adequacy of instruction.”
Evaluation is a continuous process that occurs before, during,
and after instruction. During the design phase, the problem assessed
must have a method of being measured. While designing,
performance objectives or criterion-reference testing methods are put
into place to examine the success of obtaining the desired outcome or
optimal performance.
Analysis, assessment and evaluation play an important role in the instructional
design process and in instructional technology
itself. General systems theory, which typically guides the overall design
process, provides the logic for the evaluation tasks
encountered by instructional technologies (Seels, 1993). Needs assessments,
formative and summative evaluations and
criterion-referenced testing are prompted by the need to create self-regulated
systems. They are also prompted by the belief
in the positive role of feedback. This domain grew as the educational
research field grew. Evaluation domain is classified according to the
object being evaluated. Common distinctions are programs, projects and
products or materials (UNCW, 2001).
The four most common forms
of evaluating used for evaluating the process and product of instruction
include: Needs Assessment, Formative Evaluation, Summative Evaluation,
and Criterion-referenced Testing. Click the following links to view the
descriptions of each method of evaluation.
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