ABSTRACT
We have already mentioned some aspects of the evaluation of instructional materials, in Chapter 13 of our companion volume Producing Instructional Systems. In Exhibit 13.2, we presented a questionnaire for the pedagogical evaluation of the instructional materials to be included in a lesson. As we shall be referring to this questionnaire several times, we reproduce it again here, as Exhibit 18.1 (at the end of this chapter). This questionnaire is intended to be used by an instructional designer, or an instructor, at the moment of selecting existing materials to be used in a given lesson. There are, however, two other moments at which we might evaluate the materials: A questionnaire for the pedagogical evaluation of the instructional materials to be included in a given lesson https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9781315067469/16b814be-157c-4e11-a98f-316322c3e4e8/content/exb18_1_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/> https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9781315067469/16b814be-157c-4e11-a98f-316322c3e4e8/content/exb18_1a_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>
The two stages of materials evaluation
During the DEVELOPMENT of the materials and
During their actual USE in teaching.
We shall call these two stages of materials evaluation, respectively:DEVELOPMENTAL TESTING and
FIELD-TESTING.
Both these stages involve the verification of the effectiveness, efficiency and suitability of the materials, in relation to the instructional objectives to be achieved (hence ‘TESTING’), but they differ both in the moment at which they are carried out (during DEVELOPMENT or during use in the FIELD) and in the methods employed.