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...

Evaluation of intelligent tutoring systems (ITS) is an important area of research in current educational practices. There are many evaluation methods available but the literature does not suggest any clear guidelines for an evaluator – normally an educator – which methods to use in particular contexts. This paper proposes a classification of evaluation methods to simplify the selection task. The classification is based on two primary questions relating to the target of evaluation and learning environment in which the evaluation would be pursued. The classification is hoped to help in improving quality of computer based education by providing a practical and to the point way of selecting the appropriate evaluation methods for intelligent tutoring systems.