Stufflebeam's (IPP Evaluation Model Defining Evaluation

CHAPTER 10 Evaluation in Instructional Design: A Comparison of Evaluation Models 97. the 1960s and early 1970s, all had an Evaluation compo- Scriven (1980) also provides a "logic of Evaluation ". nent. Most included the formative/summative distinction that includes four steps. First, select the criteria of merit or and suggested that designers engage in some process in worth. Second, set specific performance standards ( , the which drafts of instructional materials are studied by learn- level of performance required) for your criteria. Third, col- ers and data are obtained on learners' performance on tests lect performance data and compare the level of observed and their reactions to the instruction. This information and performance with the level of required performance dic- data were to be used to inform revisions. tated by the performance standards. Fourth, make the eval- The Evaluation processes described in early instruc- uative ( , value) judgment(s).

Many evaluation models were developed in the 1970s and 1980s.1 These evaluation models were to have a profound impact on how designers would come to use the evaluation process. The new models were used on p;ojects that in­ cluded extensive development work, multiple organiza­ tions and agencies, and mUltiple forms of instructional

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