Educational Television Evaluation: the impact of methodology on validity and learning

This paper provides an analysis of the process of educational television evaluation. The effect of the actual evaluation methodology on data gathered is examined, using the recently developed Programme Evaluation Analysis Computer system as an example. Problems and possible solutions in issues of internal and external validity are presented. Three main factors form the essential variables in the evaluation design model: the nature of the evaluation question; the nature of the programme; and the attention of the learner. The model emphasises the need for producers, teachers, and learners to define and agree on overall objectives and the criteria for assessment. A distinction is made between cognitive and affective objectives as well as between general broadcast educational television and more specific instructional programming. The electronic evaluation system discussed appears useful for assessing affective but not cognitive objectives.