EVALUATION OF INSTRUCTION AND CHANGING EDUCATIONAL MODELS.
PITTSBURGH UNIV PA LEARNING RESEARCH AND DEVELOPMENT CENTER
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It is proposed that changing educational practices require changes in theories and techniques of evaluation. Trends in current educational practice are discussed, and a general model for adaptive instruction is proposed. Six components of the model are presented and each is discussed in terms of the considerations for evaluation which each raises 1 With respect to the specification of learning outcomes, behavioral definition of goals, prior evaluation of educational procedures, and development of criterion-referenced measurement are considered. 2 For the diagnosis of initial state, determination of long-term individual differences that are related to educational alternatives is required. 3 OR THE DESIGN OF INSTRUCTIONAL ALTERNATIVES DETERMINATION OF measures for allocating instructional treatments is necessary. 4 For continuous assessment, measurements of ongoing learning which facilitate prediction of the next instructional step are required. 5 For adaptation and optimization, analysis of individual-difference by instrutional-treatment interactions and optimizing methods are required. 6 For evolutionary operation, a systematic theory of instruction into which accumulated knowledge can be placed and then tested and improved is required. Author
- Humanities and History