WHAT IS AN EXPERT INSTRUCTIONAL DESIGNER - EVIDENCE OF EXPERT PERFORMANCE DURING FORMATIVE EVALUATION

Two instructional designers were provided with formative evaluation da ta from the sources recommended in the literature and were asked to re vise a piece of instructional text while thinking aloud. Their verbal protocols were recorded, transcribed, segmented and coded, using a cod ing scheme derived from Newell and Simon's (1972) problem-solving mode l. Relevant codes were analyzed for evidence of the characteristics of expert performers identified by Glaser and Chi (1988) and Shanteau (1 992). Results were unclear when the number of coded segments in each c ategory was counted, but examination of the content of the segments sh owed clearly that one of the research participants demonstrated more a ttributes of expertise than the other, based on the identified charact eristics.