Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
This article examines how formative evaluation as a communication process contributes to knowledge acquisition in using ICT (Information and Communication Technologies). Previous studies, especially in the field of education and training, have shown that formative evaluation plays a crucial part in the learning process because it contributes to learning to learn. Through formative evaluation, the learner becomes aware of errors and can adjust learning strategies to the situation. In addition, formative evaluation provides the teaching side with significant and useful information.
Consequently, ICT researches have developed a wide range of solutions for this specific purpose. It is however difficult to check the efficiency of these tools by considering the effects of ICT in the knowledge acquisition process. I suggest that formative evaluation includes also a communication system that has an effect on the learning process.
This study tackles the issue by proposing an alternative approach to formative evaluation that considers it as both a learning and a communication process. The study is based on SADT (Structure Analysis and Design Technique) that provides a suitable description for the whole complex communication process. It allows a rigorous understanding and identification of the variables of evaluation as a communication process in order to take care of an ICT frame.
Finally, this article outlines a multidisciplinary method to evaluate formative evaluation by focusing on the validity facets of the communication process.
Keywords: formative evaluation, communication process, validity criteria, ICT training context.
