Our view is that, although each definition, and in fact, each evaluation is slightly different, there are several different steps that are usually followed in any evaluation. It is these steps which guide the questions organizing this handbook. A formative evaluation is usually conducted in the early stages of a program and addresses questions about implementation and ongoing planning. This type of evaluation typically examines process rather than product. In the case of technology programs, a formative evaluation might ask if equipment was received on time, if the expected number of teachers received professional development, what skills teachers learned from professional development, or if the equipment is being used in the classroom as planned.
Formative evaluations are useful for various purposes.
They are an evaluation of process, so they may be useful in understanding why different outcomes emerge and improving program management. They help identify appropriate outcomes for summative evaluations. At the beginning of the school year, Smalltown High School decided to provide the first part of a two-part teacher professional development series on the integration of technology into the classroom. While the teachers attending the professional development were satisfied and seemed to benefit from it, the turnout was lower than expected. Upon further investigation, the evaluators found out that, since the professional development was offered after school, many teachers who were involved in leading extra-curricular activities could not attend.