Course evaluation: Difference between revisions
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== Definition == | |||
'''Course evaluation''' | |||
== Guidelines for evaluation == | |||
=== Merril's first principles of instruction === | |||
* This framework is descibed in the [[Instructional_design#What_is_good_.22main-stream.22_Instructional_Design_.3F Instructional design article]] | |||
=== Dick and Carey (1996) guidelines === | |||
# Are motivational concerns addressed? | |||
# Is the appropriate/relevant content included? | |||
# Is the presentation sequence of the content correct? | |||
# Is all of the required information available to the student? | |||
# Do appropriate and ample practice exercises exist? | |||
# Is adequate feedback included for these exercises? | |||
# Are appropriate tests provided to assess student progress? | |||
# Are sufficient follow through activities provided? | |||
# Is the student presented with a clear path/navigational guide to move them through the course material and components? | |||
# Are aides to assist the student with memorization and facilitate transfer of learning provided? | |||
== References == | |||
* Dick, W., & Carey, L. (1996). The Systematic Design of Instruction, (4th Ed.). New York: Haper Collins College Publishers. | |||
* Kemp, J. E., Morrison, G. R., & Ross, S. M. (1998). Designing Effective Instruction, (2nd Ed.). Upper Saddle River, NJ: Prentice Hall. | |||
[[Category: Design methodologies]] | [[Category: Design methodologies]] | ||
Revision as of 14:26, 19 May 2006
Definition
Course evaluation
Guidelines for evaluation
Merril's first principles of instruction
- This framework is descibed in the Instructional_design#What_is_good_.22main-stream.22_Instructional_Design_.3F Instructional design article
Dick and Carey (1996) guidelines
- Are motivational concerns addressed?
- Is the appropriate/relevant content included?
- Is the presentation sequence of the content correct?
- Is all of the required information available to the student?
- Do appropriate and ample practice exercises exist?
- Is adequate feedback included for these exercises?
- Are appropriate tests provided to assess student progress?
- Are sufficient follow through activities provided?
- Is the student presented with a clear path/navigational guide to move them through the course material and components?
- Are aides to assist the student with memorization and facilitate transfer of learning provided?
References
- Dick, W., & Carey, L. (1996). The Systematic Design of Instruction, (4th Ed.). New York: Haper Collins College Publishers.
- Kemp, J. E., Morrison, G. R., & Ross, S. M. (1998). Designing Effective Instruction, (2nd Ed.). Upper Saddle River, NJ: Prentice Hall.