What is Instructional Technology?
The Domain of Design
The Domain of Development
The Domain of Utilization
The Domain of Management
The Domain of Evaluation
Conclusion

Domain of Evaluation
As in the Domain of Management, it would be a mistake to view the Domain of Evaluation as only occurring at the end of instruction or apart from the other domains (AECT, 2001). Evaluation, the domain that concerns itself with determining the adequacy of instruction, is prevalent in many areas of the Instructional Design process (AECT, 2001). It is helpful if the designer has a knowledge of evaluation models, such as Stufflebeam's CIPP (Context, Inputs, Process, Product) evaluation model (Stufflebeam, 2003, p. 8),  or Kirkpatrick's Four Levels of Evaluation (Kirkpatrick, 1994), to guide him in this process. In the analysis phase, the Instructional Designer must gather and analyze information from a variety of sources, such as surveys, interviews, and questionnaires, and evaluate their relevance to the instructional design project, employing his findings to amend and improve instruction. In the design phase, the Instructional Designer writes objectives and creates their corresponding test items to prepare criterion-referenced tests. These tests are used to evaluate the effectiveness of the instruction for individual learners, measuring how many of the objectives have been mastered. Before the instructional design and development plan is implemented, formative evaluation is done to discover areas of the plan that need to be changed in response to learner feedback. Both one-to-one and small group formative evaluation is done before the plan is ready for implementation. And, at the conclusion of the delivery of instruction, summative evaluation is carried out to determine if the instructional plan actually solved the performance problem it was aimed at.