As intelligent tutoring system (ITS) issues are investigated and intelligent tutoring systems are developed, evaluation methodology becomes important. Basic researchers, system developers, and educators working with ITS all have motives for becoming involved in ITS evaluation. In formative evaluation, researchers examine a system under development, to identify problems and guide modifications. By contrast, summative evaluation is carried out to support formal claims about the construction, behaviour of, or outcomes associated with a completed system. Different methodologies are suitable for different types of evaluation, some focusing on internal considerations, such as architecture and behaviour, others on external considerations, such as educational impact. This paper draws upon the areas of intelligent tutoring systems research, expert systems design, computer-based instruction, education, and psychology to identify techniques for the formative and summative evaluation of ITS. Evalu...

The purpose of this paper is to describe a model that illustrates several classes of variables that may account for learning when the World Wide Web (WWW) is used as a vehicle for the design and delivery of a learning environment, specifically in the context of higher education. The model is based upon a model of school learning developed by Carroll (1963) nearly 35 years ago.

Much of the traditional and prevailing dogmas surrounding ‘factors’ affecting students ’ experiences and outcomes of schooling throughout their primary and secondary years – especially socio-cultural and socio-economic factors – are now understood to be products of methodological and statistical artefact, and amount to little more than ‘religious’ adherence to the moribund ideologies of biological and social determinism. Moreover, post-modernist perspectives espoused by academics promoting the deconstruction of gender-specific pedagogy and ‘middle-class’ curricula, are equally unhelpful. Above all, a good deal of this ‘discourse ’ is not supported by findings from evidence-based research. In this paper, key findings are presented highlighting ‘real’ effects from recent and emerging local and international research on educational effectiveness. For example, whereas students ’ literacy skills, general academic achievements, attitudes, behaviors and experiences of schooling are influenced by their background and intake characteristics – the magnitude of these effects pale into insignificance compared with class/teacher effects. That is, the quality of teaching and learning provision are by far the most salient influences on students’ cognitive, affective, and behavioral outcomes of schooling –

Educational outcomes assessment is becoming an important focus of education, particularly under ABET 2000 criteria for engineering education. Grades may be used to indicate the level of student competence, but are not necessarily motivators to improve the competency level.

to this report. This document is one of a series of publications sponsored by the Social Transition Team in the Bureau for Europe and Eurasia on social transition issues in the Region. You may download the documents in this series from the USAID Development Experience Clearinghouse website (http://dec.usaid.gov), using the Doc IDs for reference. If you would like more information