framework for the implementation of a virtual design studio model in ...

Chapter 7: Evaluation
7.1 Introduction
In this section VDS 3 is evaluated and the findings of the case study
regarding the implementation of the third VDS (VDS 3) are represented.
The main hypotheses are examined and addressed alongside the
primary hypothesis. An evaluative approach is used. Many 309 have
classified evaluation as a fine tool consisting of assessing educational
programmes or other kinds of educational products while they are being
developed to help shape them into their final forms.
7.2 Definitions of Evaluation
The most frequently given definition of evaluation is found to be:
“Evaluation is the systematic assessment of the worth or merit of some
object.” 310
But as there are many types of evaluation that do not result in finding
the worth or merit of an object many consider this definition as lacking.
Another definition found to be more adequate is:
“Evaluation is the systematic acquisition and assessment of information
to provide useful feedback about some object.” 311
From this definition we conclude that the evaluation of an object is to get
useful feedback about an object of study to help improve it and
understanding its usefulness. There are many types of evaluation, but
for the purpose of this study three types of evaluation were used:
formative evaluation, summative evaluation and experience evaluation.
Each of these evaluation types was used to achieve a certain outcome.
309 Ruggiero, J. (2006). ‘Performance evaluation in education’. In Handbook on Data Envelopment Model.
(William W. Cooper, Lawrence M. Seiford and Joe Zhu71 eds.). 71. Springer: US. p323-346.
310 William, M. K. (2006). Research methods Knowledge Base. 2 nd ed. Atomic Dog Publishing.
311 Guba, E. G., Lincoln, Y. S., (1981). Effective evaluation: improving the usefulness of evaluation results
through responsive and naturalistic approaches. San Francisco: Jossey-Base.
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