Asking Questions about Formative Evaluation

Dr. Marty Tessmer of CITT was our guest this week. We read a chapter of his work on Formative Evaluation and were able to hear his interview with Dave regarding the same subject. Since I was not able to participate in this synchronous activity due to technical problems, my involvement was limited to the discussion that commenced thereafter.

The questions were generally divided into those specific to our EdWeb projects and general queries regarding Formative Evaluation. Edweb-specific questions dealt heavily on how to assess the effectiveness of our navigation systems. Since most of us in class are new at constructing our own instructional websites, there is a concern that what may work for us may not work for our target audience. Similarly, the appropriate writing style was asked to which Dr. Tessmer replied that conversational is best, citing the practice used by screenplay writers.

Richard brought up a very interesting point relating content and navigation. He wrote that the amount of content and what the instructor wants to do with it affects how a learner should be able to navigate the website. I think that this emphasizes the need to clear about our objectives. A website can serve many purposes haphazardly, but what we want is for it to serve our intended purpose successfully.

My contribution opened up the Formative Evaluation discussion in general. Based on my work, it appears that it can be used selectively to support the agenda of various stakeholders. Items can be highlighted or downplayed as the “reporter” sees fit. With no clear, strict universal rules governing its implementation, the “art” wins over the science. David seconded this line of thought when he wrote about the “dramatic shifts” in perception that undoubtedly affect the reported evaluation results.

As a fitting end to the discussion, David compared formative and summative evaluation and how they can be used in a virtuous cycle. From Dave’s reply, Thiagi and Markle’s paper, and my personal belief, formative and summative evaluations are distinct in concept but related, if not overlapping in practice. This fluidity resonates with the current implementation of Formative Evaluation: the combination of science and art, and the focus on continually asking questions more than getting defensible answers.