A formative evaluation model for computer-based instruction during systems development

The purpose of this study was to determine if reading rate measurements were valid indicators of reading anomalies in instructional material. The literature review found a need for using formative evaluation methodologies during the development of computer based instruction. The need is important because CBI instructional material is content inclusive, and occurs before the development of testing materials, testing feedback, and multi-media software. CBI courses require effective evaluation and revision processes during the initial phases. The advantages of reading rate measurements of CBI are that they are non-intrusive, real-time, dynamic instruments that are effective during CBI development and after installation. As part of the methodology, the computer program displayed, recorded and then analyzed the hypercard panel display times of a standardized test. There were two hypotheses. The first hypothesis stated that readers\u27 reading rates are constant if their reading goals and reading abilities are controlled. The study found that reading anomalies in the text did make a significant difference in the readers\u27 rates, and the first hypothesis was rejected. The second hypothesis stated that text reading rates are constant when the reading goal and reading difficulty are controlled. The study found that reading difficulty analysis was not a reliable reading mode predictor, and unknown anomalies did make significant differences in text reading rates. The second hypothesis was rejected. Until research indicates otherwise, it is important to develop instruction with a consistent reading mode to assure reaching the desired reading goals. Reading rate analysis then becomes a powerful tool for formative evaluation of computer assisted instruction