Paradigms of Inquiry for Research in Formative Evaluation.

Chinien, Chris

Notes FAQ Contact Us

Back to results

ERIC Number: EJ417040

Record Type: CIJE

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0884-1985

EISSN: N/A

Available Date: N/A

Paradigms of Inquiry for Research in Formative Evaluation.

Chinien, Chris

Performance and Instruction, v29 n9 p26-29 Oct 1990

Reviews the basic assumptions of two paradigms of inquiry, the rationalist and the naturalist, to determine which one provides the best fit for one-to-one formative evaluation of instructional materials focusing on learnability issues. Conclusions suggest the naturalistic assumptions are more suitable. (13 references) (LRW)

Descriptors: Formative Evaluation, Inquiry, Instructional Development, Material Development, Models, Research Methodology, Research Needs

Publication Type: Journal Articles; Opinion Papers; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A