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Abstract
The purpose of this study was to develop an effective foster parent training course using two techniques of formative evaluation (expert verification and revision or EVR and learner verification and revision or LVR).
The study took place from May, 1978-August, 1979 in Nebraska. After extensive need assessment activity 12 lessons were developed to a finished state. Then five of the lessons were randomly selected and submitted to five experts as part of the process of EVR. The five experimental lessons were revised based on the feedback of the experts. The training program consisted of all 12 lessons and was taught by teams of trainers in their community. The teams were first trained in one of four Boys Town Workshops, a five-day residential training. After each Boys Town Workshop all 12 lessons were revised based on the feedback of the teams of trainers; the feedback tools for LVR were posttests, and a satisfaction, and a perceived usefulness questionnaire. There were four versions of the training program: no LVR, 1 LVR, 2 LVR, and 3 LVR that were used at the Boys Town Workshops and then later in the field.
Four research questions were explored. (1) It was found that the lessons created with EVR were not superior to the lessons created without EVR. (2) The initial differences between the two sets of lessons (EVR and no EVR) were eliminated after three LVR treatments. (3) The LVR treatments improved both sets of lessons. After three LVR treatments all three outcome scores were significantly better when compared to the scores before any LVR treatment. (4) There was little correlation between the results (scores) obtained in small groups of target learners (Boys Town Workshops) and the results obtained in the larger field testing that followed.
