The Role Evaluation Has to Play:
Evaluation Prior to the Development of the Course

R.F. Melton

Context:
This article, the first of three on the role of evaluation in course design, describes the part evaluation plays before development of the course.

Source:
Melton, R. F. 1997. "The Role Evaluation Has to Play." From R. F. Melton, Objectives, Competencies and Learning Outcomes: Developing Instructional Materials in Open and Distance Learning, pp. 108–09. London: Kogan Page.

Copyright:
Reproduced with permission. Non-exclusive World English language rights. ISBN 0749421738. Kogan Page Limited, Tel: 0171-278-0433, Fax: 0171-837-6348, website: www.kogan-page.co.uk.

Evaluation prior to the development of the course

The first stage in the process of evaluation (and that of course development) is concerned not only with identifying the nature of the target group and the needs of individuals in that group, but also with determining how related instruction might meet those needs. We have already seen the type of detailed questions that need to be addressed to help clarify these issues and the intent here is to identify the type of strategies that might be adopted in seeking answers to these questions.

A great deal of relevant data are likely to exist already, and these should be gathered together to help inform discussion. For example, there may be data available on the nature of the target group, the age range of those within it, the type of qualifications possessed by members, the proportion of those within the group in full- or part-time employment, and the nature of their employment.

Many issues will need clarification, and specialists should be brought together to help illuminate them. The following are typical of the type of issues that will need to be addressed. Which of the needs identified within the target group should be addressed by the educators and trainers involved? How would a new course attempt to meet these needs? What would be the main aims and objectives of the proposed course? How does the proposed course differ from courses already in existence? Although some data may be available to back up some of the points made in the discussions, many of the opinions expressed are likely to be subjective in nature, and those involved might be asked to identify any data that they would like to have collected to help clarify the issues.

In determining the needs of the target group it is extremely important to ask members of that group what they perceive as their needs and how they believe these might best be addressed. Members of the target group should be interviewed on an open-ended basis, and follow-up questionnaires should be used to determine the extent to which the views expressed by individuals are reflected by members of the target group as a whole.

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