Evaluative Practice in Learning, Design, and Technology provides learning, design, and technology stakeholders with comprehensive resources intended to support their engagement in evaluative activities. Evaluation-the process that determines whether performance results have been achieved and meet expectations within an organization-is an important step in the instructional design process. However, the field's current literature is largely missing coverage of influential contextual factors and evidence-based techniques. This book presents a thorough overview of the theoretical foundations that influence evaluation practices, identifies and distinguishes between numerous evaluative methods, and emphasizes the decision-making skills required of those leading and implementing evaluation. Graduate students and professionals will be better prepared to meet the expectation of competency in formative, summative, and program evaluations.
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Postgraduate, Professional Practice & Development, Professional Reference, and Professional Training
Illustrationen
4 s/w Abbildungen, 23 s/w Tabellen, 4 s/w Zeichnungen
23 Tables, black and white; 4 Line drawings, black and white; 4 Illustrations, black and white
Maße
Höhe: 229 mm
Breite: 152 mm
Dicke: 9 mm
Gewicht
ISBN-13
978-1-032-70128-8 (9781032701288)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Lauren M. Bagdy is Assistant Professor in the Learning, Design, and Technology program in the Department of Workforce Education and Instructional Technology at the University of Georgia, USA. Her research focuses on informal learning in online environments, examining their affordances and barriers. She also has experience evaluating professional development programs in various contexts and across delivery modalities.
Jill E. Stefaniak is Associate Professor in the Learning, Design, and Technology program in the Department of Workforce Education and Instructional Technology at the University of Georgia, USA. Her research interests focus on the professional development of instructional designers, designer decision-making processes, and contextual factors influencing design in situated environments.
1. The Role of Evaluation in Instructional Design 2. Differentiating Between Assessment and Evaluation 3. Contextual Considerations When Evaluating Learning and Performance 4. Logic Models 5. Formative Evaluation and Usability 6. Summative Evaluation 7. Confirmative Evaluation 8. Creating an Evaluation Plan 9. Ethical Guidelines to Support Evaluation 10. Making Data-Driven Decisions in Evaluation
