Indexed on: 01 Jun '78Published on: 01 Jun '78Published in: Educational Technology Research and Development
For some time now we have suspected that the significant differences due to formative evaluation in many doctoral dissertations is the result of beginning with an intentionally sloppy prototype product. The field of IPVR is full of mystique and myth — even from the initial assumption that IPVR does improve instructional products. I have contributed to the folklore of formative evaluation in this article and have probably confirmed some unjustifiable and unvalidated procedures. However, as Baker and Alkin (1973) point out, research on evaluation is not easy to undertake. We cannot afford to wait for the empirical testing of every aspect of our technology. Fortunately, the philosophy of IPVR suggests that we begin with our best guesses and verify and revise them on the basis of feedback from the field.