Utilizing Performance Technology to Improve Evaluative Practices of Instructional Designers

Abstract

Although it is clearly established that an effective instructional systems design (ISD) process requires evaluation, previous studies provide evidence to show that everyday practices of instructional designers do not include sufficient or appropriate evaluation. Research suggests that organizational barriers and lack of support for evaluation are a leading cause of its inadequate usage. Without appropriate and sufficient evaluation practices, it is impossible to maintain the integrity of the systematic quality of ISD and threatens to undermine the entire concept of instructional design. This article first examines the purposes and importance of evaluation. Second, it reviews research that describes the less-than-optimal performance of practitioners as it relates to conducting evaluation, along with identifying causes for this performance deficiency. Third, it proposes using a model of human performance technology for improving the environment leading to implementation of evaluation.