![]() ![]() Do we need to make any changes to our design to improve the effectiveness and overall satisfaction with the instruction?.Are our lesson plans, instructional materials, media, and assessments, aligned with learning needs?.Are our instructional goals aligned with the requirements of the instructional program?.Effective evaluation applies to all of these forms of instructional design.Įvaluation ensures that the instruction being designed both meets the identified need for instruction and is effective in achieving the intended learning outcomes for participants. ![]() Throughout this chapter we will discuss interchangeably instructional programs and/or products. It is important to note that instruction can occur in formal instructional settings or through the development of instructional products such as digital learning tools. We will explore several of the most cited evaluation models and frameworks for conducting formative, summative, and confirmative evaluations. ![]() In this chapter we will discuss the Why, What, When, and How of evaluation. ![]() It provides feedback to all other stages of the design process to continually inform and improve our instructional designs. This is a remixed version of an earlier chapter on evaluation in instructional design that can be found at the ADDIE Explained website, and is printed here under the same license as the original.Įvaluation sits at the center of the instructional design model. ![]()
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