Nieveen+Model


 * Nieveen CASCADE Model**

Background Information Main Model Components  Learning Theory Foundation Model Evaluation

  ** Background Information **


 * The Nieveen Model was developed by Nienke Nieveen, University of Twente in the Netherlands and published in 1997 as her dissertation //Computer Support for Curriculum Developers: A study on the potential of computer support in the domain of formative curriculum evaluation. // [[file:dissertation.pdf]]

Nieveen's model, primarily referred to as CASCADE (Computer Support for Curriculum Developers), is essentially an electronic performance support system (EPSS) intended to improve the effectiveness and quality of curriculum materials development (Gustafson). The origins of CASCADE were inspired by the process of educational change from the levels of national policy to classroom implementation. A study was undertaken in 1993 between the National Institute for Curriculum Development (SLO) in the Netherlands and the University of Twente to focus on "develop[ing] a computer support system which assists curriculum developers from the SLO in optimizing the effectiveness of their formative curriculum evaluation efforts, within a framework of a more comprehensive model of curriculum development." (Nieveen, 1997) One goal for CASCADE's usability was for it to serve as more of a "toolbox" for curriculum developers rather than something prescriptive. Tools such as templates and frameworks are available with some adaptability to individual users. (Nieveen, van den Akker, 1999) **

**How does CASCADE work?** 

Nieveen suggests considering CASCADE as a toolbox or cookbook. It provides flexibility for users and is limited to its procedural intent. CASCADE is not deigned or capable of effectively supporting curriculum content such as socio-political perspectives. It is intended as a procedural support tool to develop curriculum at the classroom (micro), institution (meso), and system (macro) levels.  The questions underlying the development of the Nieveen CASCADE model are the basic five; who, what, when, where, and why. Who is the intended audience for the product? What instructional development processes can be supported with a computer-support tool? How can the support be meaningful and valuable?
 * Screen templates provide procedural prompts and process consistency.
 * Data collection instruments are stored in CASCADE and can be adapted by different users.
 * Heuristic support provides interactive advice based on user input on evaluation development and will automatically create a framework for an evaluation plan.
 * Procedures are defined broadly to allow for various users.

CASCADE is currently being used as a K-12 product for curriculum development in the Netherlands, science education development in Africa (SEA), multimedia curriculum design in China (MUCH), and mathematics education in Indonesia (IMEI). (See table below.)

(Adapted from Tables 1 and 2, McKenny, Nieveen, and van den Akker, 2002)
 * Users and Goals of the CASCADE Systems**
 * =  ||||= **CASCADE** ||||= **CASCADE SEA** ||||= **CASCADE MUCH** ||||= **CASCADE IMEI** ||
 * **Users** |||| * Dutch professional curriculum designers |||| * Resource teachers in southern Africa |||| * Teachers in multimedia projects in Shanghai |||| * Preservice teachers in Indonesia ||
 * **Goals** |||| * Planning and performing formative evaluation of professionally-made lesson materials |||| * Understanding about and creation of exemplary lesson materials |||| * Understanding the story-boarding process and producing multimedia scenarios |||| * Understanding and teaching realistic mathematics ||
 * **Elements of Systematic Approach** |||| * Formative evaluation |||| * Analysis, design, development, evaluation, and implementation |||| * Analysis and design |||| * Design, development, and implementation ||

@Glossary [|Computer Assisted Curriculum Analysis, Design & Evaluation] website

  **Main Model Components** **

The foundation of the model rests on ADDIE and formative evaluation. Gustafson summarizes the essence of the model as using "formative evaluation of successive versions of the design documents and then of the actual curriculum materials until a satisfactory level of quality has been achieved."

During the development of CASCADE the following definition of formative evaluation was formulated by Nieveen and her colleagues:

//"Formative evaluation is a systematic activity (including preparation; data collection; data processing; and reporting), integrated into the instructional material development process, aimed at quality improvement of an emerging prototype of the materials by identifying shortcomings and generating revisions."// (Nieveen, van den Akker, 1999)

****<span style="font-family: Verdana,Geneva,sans-serif;">Stages and Tasks in Formative Evaluation ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">(adapted from Table 2: Formative evaluation stages and substages, Nieveen, van den Akker, 1999)
 * This chart illustrates the stages of formative evaluation as defined by Nieveen. Below each step of the systematic process is listed the relevant sub-steps. **
 * = **Preparation** ||||= **Data gathering** ||||= **Data processing** ||||= **Reporting** ||
 * * Description of content
 * Formulation of main evaluation questions
 * Decision on evaluation approaches
 * Choosing activities
 * Constructing evaluation plan |||| * Clarifying intentions with lesson materials
 * Adapting/developing instruments
 * Selecting/inviting respondents
 * Data collection |||| * Interpreting data
 * Making overview of revision suggestions |||| * Making overview of revision decisions ||

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> Nieveen model emphasis is on a constant analysis and micro design and redesign of each element of the **developmental stages**, according to feedback received from the following **formative evaluation methods** used in combination: <span style="font-family: arial,helvetica,sans-serif;">   <span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt; font-weight: normal;">Screening, Expert Appraisal, Micro Evaluation and Field Testing. of part of materials || Detailed development of materials || Final delivery || Uncertainties in the design process || Correctness || ** s e ** || ** s e **  || ** s e **  || ** s e **  || ** s e **  || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Table 4: Selection table for formative evaluation models //(Exploration of Computer Assisted Curriculum Development, Nieveen, Akker, Plomp. 1994.)//
 * |||||||||| Developmental Stages ||
 * ^  ||^   || Design Specification || Tentative Development || Detailed Development
 * ^  || Internal Consistency || ** s e **  || ** s e **  || ** s e **  || ** s e **  || ** s e **  ||
 * ^  || Acceptability || ** e **  || ** e m **  || ** e m **  || ** m f **  || ** f **  ||
 * ^  || Practicality || ** e **  || ** e m **  || ** e m **  || ** m f **  || ** f **  ||
 * ^  || Effectiveness || || ** m **  || ** m **  || ** m f **  || ** f **  ||

e = expert appraisal m = micro evaluation f = field test**
 * s = screening


 * Formative Evaluation Methods:**

<span style="font-family: arial,helvetica,sans-serif;"><span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">**Screening Method of Formative Evaluation** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt; font-weight: normal;"> suggests the design is screened according to predefined checklists, which may include the following attributes:

- institutional design attributes such as format (layout, typeface, use and function of visuals: - language attributes such as specific terminology, style and comprehension level - subject matter attributes in relation to the content

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">**Expert Appraisal Method of Formative Evaluation** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt; font-weight: normal;"> is performing of more definite review of the design by SMEs such as teachers, institutional designers.

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">**Micro Evaluation** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt; font-weight: normal;"> is another Method of Formative Evaluation, performed by target group representatives for determining relevance of tasks to the learning process, as well as any problems related to sections navigation, errors in language, and consistency and usability of vocabulary.

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">**Field Testing Method of Formative Evaluation** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt; font-weight: normal;"> suggests for testing of the design by a larger audience in real practice situation. <span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Analysis + Design + Formative Evaluation for quality achievement, defined in terms of validity, practicality and effectiveness (model evaluation criteria). <span style="font-family: Verdana,Geneva,sans-serif;">**Development Stages:** //<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">( // //<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Nieveen Model, Gustafson, 2000)

// <span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> 1. Preliminary Research (optional step if provided)

2. Developing Process – steps: 2.1 Design (by a design team) of specification + formative evaluation 2.2 Creating of global materials- by SMEs (subject matter experts) 2.3 Partially design materials, based on design specifications and SMEs evaluation are implemented as tryouts 2.4 Complete materials are tested, evaluated and offered as tryouts on larger groups of instructors (learners)

3. Summative evaluation – after the materials are publicly released <span style="color: #00ff00; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> Screen dumps of main frame Screen dumps of edit panel Instruments for the micro evaluation Questionnaire for assessment
 * Samples of Nievkeen Model Tools (CASCADE MUCH)**


 * Conceptual Framework for CASCADE SEA

The content of this chart defines a framework schema for Nieveen's CASCADE model. It originally appeared as a comparison chart with several other computer-based products. It is intended to provide an overview of CASCADE SEA attributes. ** || Teacher based Site specific Paper based || Performance improvement Organizational learning || || Design Development Implementation Evaluation || || || || || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> (Nieveen, Gustafson 2000)
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 80%;">**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">C <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">urriculum level ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> |||| <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Course and lesson
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 80%;">**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Characteristics of results ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> |||| <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Learner based
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 80%;">**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Purpose of tool ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> |||| <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Better transfer
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 80%;">**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Development paradigm ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> |||| <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Pragmatic
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 80%;">**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Elements of systematic approach ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> |||| <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Analysis
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 80%;">**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Teaching/learning theory ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> |||| <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Cognitivistic
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 80%;">**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Types of support ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> |||| <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Job aid toolbox, do-it-yourself kit
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 80%;">**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">User group ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> |||| <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Teachers
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 80%;">**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Scope ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> |||| <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Various organizations
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 80%;">**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Computer experience ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;"> |||| <span style="font-family: Verdana,Geneva,sans-serif; font-size: 8pt;">Low ||

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> The Nieveen CASCADE model is based on Cognitivism learning theory, as it works on the principles of ongoing information intake and processing. Knowledge and activities are constructed according to specifications, and modified through constant evaluation, however, new knowledge is not created, but through analysis new (supposedly) and more effective ways of delivery of learning process are formed.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Learning Theories Foundation

Nieveen recognizes the influence of constructivist theory in computer-based tools and suggests that models such as CASCADE will likely evolve to meet the needs of learners and teachers. In the constructivisit model, "the teacher will increasinglt become a designer of learning environments that support the construction of knowledge of the learners." (Nieveen, Gustafson, 2000)

[|Learning theories] website

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12pt;">**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Model Evaluation ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Nieveen identified levels of quality to define the effectiveness of the CASCADE support system.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Validity - materials are based on state-of-the-art knowledge and are internally consistent
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Practicality - users can and do use the materials as designed
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Effectiveness - learners experience the materials as intended and achieve the intended objectives

<span style="font-family: Verdana,Geneva,sans-serif;">Initial research and evaluation indicated that CASCADE was valid and practical which also indicated its effectiveness. (Nievkeen, 1997)

Nievkeen’s research indicated that CASCADE is also effective in supporting the user by improving the consistency of the formative evaluation process and guiding the user through structured decision-making process including “motivat[ing] and mak[ing] developers feel confident to do the formative evaluation themselves.” (Nievkeen, 1997) The computer-support system is not without its perceived risk. Nievkeen noted a perception that the entire process could be conducted without human input, which is incorrect. CASCADE supports the process or procedures of formative evaluation, or what Nievkeen refers to as the “technical-professional” aspect. “Socio-political” or subjective content elements depend on human engagement.

Designed expressly for the National Institute for Curriculum Development in the Netherlands, CASCADE maintains relevance for heterogeneous users. The system is programmed to support “specific interactive advice” during the preparation stage and then become more general in the data gathering, collection, and reporting stages. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> CASCADE was designed with an accessible interface for a wide variety of users. Interface elements include subject area support is maintained on a single screen and is viewable upon user request. Screen layouts are uniform throughout the program and include process navigational tools such as a "you are here" identifier. (Nieveen,van den Akker,1999)

A series of screen shots included in an early study illustrate the effective user interface. An initial "Task map" screen displays the four stages of formative evaluation and ( //<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Reproduction quality was too deteriorated to effectively include here. A sample screen shot of the 2nd generation CASCADE MUCH is included below. //<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">)

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">


 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">CASCADE SEA **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> - Computer Assisted Curriculum Analysis, Design and Evaluation for Science (and mathematics) Education in Africa. This product explores the potential of the computer to support curriculum materials development within the context of secondary level science and mathematics education in southern Africa.

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">CASCADE MUCH **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> - Computer Assisted Curriculum Analysis Design and Evaluation - MUltimedia curriculum design in CHina


 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">CASCADE IMEI **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> - Innovative Mathematics Education in Indonesia. This product support a hybrid learning environment for student mathematics teachers combining the classroom experience with a [|website]

1. media type="custom" key="4431769" 2.media type="custom" key="4431777" 3.media type="custom" key="4431789" 4.Survey_of_Instructional_Design_Models.pdf (provided by L.B. for Session 2 of INSDSG 619 Fall09)
 * Resources** (will open in a new window):


 * Works Cited**

Gustafson, Kent & Branch, Robert Maribe (2002). //Survey of Instructional Design Models// (4th). Syracuse, NY: ERIC Clearinghouse on Information and Technology. (https://learning.umassonline.net/webct/urw/lc26226.tp0/cobaltMainFrame.dowebct)

McKenney, Susan (2001). //Computer-Based Support for Science Education Materials Developers in Africa: Exploring Potentials (Dissertation, University of Twente, 2001)//

McKenney, Susan, Nienke Nieveen, and Jan van den Akker. "Computer Support for Curriculum Developers: CASCADE," Educational Technology, Research and Development 50, no. 4 (2002): 25. (ProQuest Education Journals)

Nieveen, Nienke (1997). //Computer Support for Curriculum Developers: a study on the potential of computer support in the domain of formative curriculum evaluation// (Dissertation, University of Twente, 1997)

Nieveen, Nienke, and Kent Gustafson. "Computer-Based Tools to Support Curriculum Developers," //Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology// (23rd, Denver, CO, October 25-28, 2000. (www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage-01)

Nieveen, Nienke, and Jan van den Akker. "Exploring the Potential of a Computer Tool for Instructional Developers," Educational Technology, Research and Development 47, no. 3 (1999): 77. (ProQuest Education Journals)