Abstract
The initiation of an information delivery system that differs from the typical lecture-laboratory format of a course always presents concerns for both the instructor and students. The success of a new system can only be measured through a careful summative evaluation process. This article describes the process of the gathering and analysis of summative data for a slide/audio-tape self-instruction program on animal diversity in an introductory zoology course. Included also are some aspects of the continuing process of review and refined revision of the instructional delivery system as it applies directly to summative evaluation. The self-instruction program involves five individual units covering important topics in animal diversity. These topics are taxonomy, animal protists (protozoans), lower vs. higher invertebrates, and chordates.
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