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Interservice Procedures for Instructional Systems Development :
Executive Summary and Model (Continued...)
by Robert K. Branson, Gail T. Rayner and J. Lamarr Cox

the basis for deciding whether the course met its planned objectives. In addition, time data and other information from students are collected to provide the basis for making revision decisions.

Evaluation is not unique to the ISD process, but no set of in- structional design and development procedures can be called ISD unless it includes an adequate internal evaluation.

Ideally, the internal evaluator would be assigned to a department not directly responsible to the instructional design, development, or delivery system manager. The more independent the evaluator can be, the more accurate and useful his data will tend to be. An impartial evaluator will be in the best position to verify that correct procedures have been followed in obtaining the results of instruction.

It is the evaluator's purpose to remove as much of the guesswork as possible from school operation. By careful analysis of the evaluation data, a determination can be made as to the problems with the instruction, and appropriate revisions can be made.

Inputs

The inputs to the Conduct Internal Evaluation block include:

1. Output data from each of the blocks in the model.

2. The data collected on the performance of the student including:

a. The results of the tests,
b. The time required to complete,
c. Student evaluative data, and
c. Instructor evaluative data.

continued...

Page 105 of 130