The Experts below are selected from a list of 309 Experts worldwide ranked by ideXlab platform

Angela Stoof - One of the best experts on this subject based on the ideXlab platform.

  • web based support for constructing competence maps design and Formative Evaluation
    Educational Technology Research and Development, 2007
    Co-Authors: Angela Stoof, Rob Martens, Jeroen J G Van Merrienboer
    Abstract:

    Stoof, A., Martens, R. L., & Van Merrienboer, J. J. G. (2007). Web-based support for constructing competence maps: Design and Formative Evaluation. Educational Technology, Research and Development, 55(4), 347-368.

  • Web-based support for constructing competence maps: design and Formative Evaluation
    Educational Technology Research and Development, 2007
    Co-Authors: Angela Stoof, Rob L. Martens, Jeroen J. G. Merriënboer
    Abstract:

    This article describes the design and Formative Evaluation of a Web-based tool that supports curriculum developers in constructing competence maps. Competence maps describe final attainment levels of educational programs in terms of—interrelated—competencies. Key requirements for the competence-mapping tool were validity and practicality. Validity refers to internal consistency and meaningful links to the external realities represented. Practicality refers to a design approach of evolutionary prototyping, in which feedback from intended users and domain experts is collected throughout the development process. Formative Evaluations of four prototypes were conducted. Measures of design, appeal, goal, content, confidence and relevance showed that the tool is practical. The article describes the Formative Evaluation process and concludes with a description of the modified tool from the perspective of the user and the instructional designer.

Jeroen J G Van Merrienboer - One of the best experts on this subject based on the ideXlab platform.

Jeroen J. G. Merriënboer - One of the best experts on this subject based on the ideXlab platform.

  • Web-based support for constructing competence maps: design and Formative Evaluation
    Educational Technology Research and Development, 2007
    Co-Authors: Angela Stoof, Rob L. Martens, Jeroen J. G. Merriënboer
    Abstract:

    This article describes the design and Formative Evaluation of a Web-based tool that supports curriculum developers in constructing competence maps. Competence maps describe final attainment levels of educational programs in terms of—interrelated—competencies. Key requirements for the competence-mapping tool were validity and practicality. Validity refers to internal consistency and meaningful links to the external realities represented. Practicality refers to a design approach of evolutionary prototyping, in which feedback from intended users and domain experts is collected throughout the development process. Formative Evaluations of four prototypes were conducted. Measures of design, appeal, goal, content, confidence and relevance showed that the tool is practical. The article describes the Formative Evaluation process and concludes with a description of the modified tool from the perspective of the user and the instructional designer.

Rob Martens - One of the best experts on this subject based on the ideXlab platform.

Jeffrey L Smith - One of the best experts on this subject based on the ideXlab platform.

  • the role of Formative Evaluation in implementation research and the queri experience
    Journal of General Internal Medicine, 2006
    Co-Authors: Cheryl B Stetler, Marcia W Legro, Carolyn Wallace, Candice Bowman, Marylou Guihan, Hildi J Hagedorn, Barbara Kimmel, Nancy D Sharp, Jeffrey L Smith
    Abstract:

    This article describes the importance and role of 4 stages of Formative Evaluation in our growing understanding of how to implement research findings into practice in order to improve the quality of clinical care. It reviews limitations of traditional approaches to implementation research and presents a rationale for new thinking and use of new methods. Developmental, implementation-focused, progress-focused, and interpretive Evaluations are then defined and illustrated with examples from Veterans Health Administration Quality Enhancement Research Initiative projects. This article also provides methodologic details and highlights challenges encountered in actualizing Formative Evaluation within implementation research.