Preordinate Models of Product Development: Implications for Alternative Approaches to Evaluation (or, How to End Up Undernourished) (original) (raw)

A Method Engineering Approach to Evaluate Instructional Products

2002

The evaluation of instructional products is widely recognized as an essential activity of any teaching-learning process. Instructional products, such as online courses, training programs, tutorials, instructional modules, course management systems, and web-based study guides, are required to be evaluated during their development, usage or at the end of the learning process. This kind of evaluation is not a simple process. It demands the use of resources, such as people, tools, methods and time, which must be properly planned and controlled to ensure the efficiency and effectiveness of the process. We describe, in this paper, an evaluation method for guiding educators, teachers, and instructional designers to evaluate different types of instructional products. The proposed method intends to solve problems that were identified in the existing evaluation methods, such as the lack of generality, adaptability and manageability. This method is general, complete, technique independent, well-structured and adaptable. Its design was based on principles and concepts taken from Method Engineering and Software Engineering. It is composed of a process model, a product model, and a team model. These three components are properly integrated in order to effectively guide an evaluation team during the process of evaluating instructional products. Its main contribution is in providing a general methodological framework that can be easily adapted to evaluate a variety of instructional products.

HOW PRODUCT DEVELOPMENT INFLUENCES PRODUCT EVALUATION

respublication, 2012

New product development and evaluation is a part of the modern marketplace, and the need for independent third-party evaluations of new products is already established. This study examines how these types of evaluators view the similarities and differences between goods at three levels of product development: invention, innovation and commercialization. Using an instrument created by Udell, O'Neill, and Baker (1977), the authors find that 28 of 39 criteria are able to correctly classify almost 95 percent of the study's cases and that these criteria can be grouped into seven factors describing both the potential downside of product acceptance and the skills needed to establish a product on the market. These 28 criteria seem to be assessed in a similar manner by evaluators, at least in part, with stage of development in mind, and the evaluator's ratings indicate commonalities between products at these three levels in terms of product and firm quality.

Proposal of an Assessment Model for New Product Development

IFIP Advances in Information and Communication Technology, 2013

In last decades, New Product Development (NPD) process has become crucial for the company success. Many efforts have been paid in order to identify methods and tools able to improve NPD, but successful models are still missing or not easily followed. Companies find difficult to implement comprehensive models for improving their NPD process, and often they aren't even aware on how they actually are performing it. Which are the main critical areas affecting NPD performances inside the organization? Which are the main opportunities of improvement? Which are the gaps to be fulfilled by a company for acting as a best practice? Both at industrial and academic level, there is the need of a global assessment model able to answer to theseand similarquestions. This paper proposes a tentative model.

CAN COMPARATIVE JUDGEMENT IMPROVE PRODUCT DEVELOPMENT AND PRODUCT-SERVICE SYSTEM DESIGN FOR STUDENTS

INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION , 2021

One issue within current product development literature entails, both with students and with professionals, the reliable scaling, and the objective assessment of products. This article will attempt to describe a way how master's students at the University of Antwerp, within a product development case, can both assess each other, assess the process of product development, and assess the final product using comparative judgement (CJ). This, while achieving learning goals described at master level. Our evaluation was anchored by use of Comproved, a validated instrument designed to comparatively evaluate products of students, during the design process (formative) and when uploading the final deliverables (summative) for the course. The current study evaluates how first year Master students (n=72) apply CJ using an online tool, Comproved (Comproved.com) during a semester-long group project on Product-Service System (PSS) design. Based on post hoc questionnaire details and interviews, we will list the advantages and the disadvantages of CJ, as stated by students. Finally, we will list the potentials of CJ during product development cycles and their impact on product quality, reliability of judgement and metacognitive strategies for learning.

An Application of Modeling to Vocational Education R&D Product Evaluation

1984

Vocational education research and development (R&D) product evaluations are difficult to conduct for several reasons, such as the many types of R&D products, the multiple users of the products with different goals for evaluation, the limited time available, and the high cost. In order to meet these challenges, an internal evaluation team at the National Center for Research in Vocational Education developed a conceptual framework for evaluating R&D product impact. The conceptual framework was a linear model with five stages: development, distribution, implementation, utilization, and effects. Two different types of impact criteria were presented in *

Assessment of performance in the domain of product development

2012

Improvement of business performance is an enduring subject of research across a diverse set of disciplines such as accounting, operations management, marketing, finance, economics and even psychology and sociology. In any discipline the ability to create self-awareness, a capacity to evaluate and compare their own behavior to internal standards and values, is a pre-requisite of improvement. In an organization, selfawareness is created with assessments. The results of assessments can help the organization to adapt to changing market conditions by defining more valuable objectives to direct its new businesses as well as to restructure its operations for eliminating deficiencies that limit its abilities to achieve its business goals at lower costs. For an organization with core businesses in product development (PD), assessment of PD is an essential element of all business improvement initiatives. However, in order to perform a focused PD assessment, the analysis needs to be structured...

Evaluating the resulting products with the use of basic design elements and principles

Global Journal of Arts Education

The basic design course is carried out in most institutions providing design education regardless of the area. The goal of this training process is to introduce students to the design elements and principles and to carry out intellectual activities such as observation, perception, impression, experience, research, memory, evaluation, the emergence of creativity and the end with the product. The student is expected to gain competencies such as gaining a different perspective and freedom of expression by communicating with the field and using different materials with new meanings. During the lesson, the students get acquainted with a workplace (studio space) that they are not familiar with. It is aimed that students create original works with different materials and expression techniques, sometimes by doing individual and sometimes group works. It is the first time that the student encounters with the concept of design, observing the social-physical environment from a different perspective, discovering and developing the ability to produce forms. In this study, the experiences of two-dimensional and three-dimensional outcome products shared by the Biruni University Interior Architecture and Environmental Design Department's first-year students in the 'Basic Design I' course, which transfer the basic design elements and principles they learned during the semester to the final applications, are presented.