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Valdez’s (2000b) organization of the designs follows: Qualitative • Qualitative interviews • Focus groups • Systematic observation Quantitative • Non-experimental (characterized by the absence of a control or comparison group – can make no generalizable claims about gains) Posttest-only design o Pretest-posttest design • Quasi-experimental (subjects aren’t randomly assigned) o Time series design o Nonequivalent control group design • Experimental designs (random assignment of subjects) o Pretest-posttest control group design o Multiple intervention design Hawkes (2000) identifies evaluation as having three main objectives: description, explanation, and validation.. 26-37) also identifies questions that one must ask when planning a formative evaluation: • What are my evaluation goals o To improve the effectiveness of the instruction • Identify deficiencies in learning effectiveness • Locate ease of use problems • Evaluate the efficiency of the instruction • Analyze instructional strengths o To gain acceptance of the instruction o To demonstrate the utility of formative evaluation • Who will be making evaluation decisions o Who will see the evaluation data o Who will make decisions on what is to be revised o Who is responsible for revising it o What is the best way to present the information to those who make the decisions • What will be learned o Identify the terminal objective(s), sub-objectives, and entry skills (task analysis) • What is the setting for the learning o What are the user requirements o In what learning environment(s) will they learn o What are the physical characteristics of these learning environments o What is the pattern of use of instruction o What kind of support environment is required • What media formats will be used • What are the evaluation resources and constraints o When is the project due to be finished o What money and time can be encumbered for the evaluation o What personnel and resources are available for the evaluation o What is th
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