Formative Evaluation of Prototypical Products: From Expert to Connoisseur

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Abstract
Human learning is a highly complex phenomenon. In spite of the proliferation of research in education, our knowledge and understanding of human learning is still very limited. Large areas of uncertainties still plague the field and constitute barriers which hinder our efforts to design and develop successful, efficient and effective instruction to meet specific education and training needs. Recognizing the limitations and weaknesses of the learning theories on which assumptions are made when designing instruction, practitioners almost unanimously advocate a formative evaluation component in their systematic design models (Geis et al, 1984). Dick (1977) strongly argues the case for the inclusion of formative evaluation procedures in the instructional design model, in explicating why the process is so critical: ‘ ... it is the empirical validation of many of the theoretical constructs which are included in earlier components of the instructional design model. If the theory is weak the product is less than properly effective. Since our present theories and practices are imperfect, we need empirical data as a basis for improving the product.’ (p. 312) This paper focuses on the key issues addressed by formative evaluation. It describes briefly the major phases of the formative evaluation process and provides an analysis of key questions asked, the methodology employed and data collected during formative evaluation. Additionally, the potential contribution of the connoisseurship model in formative evaluation is examined.