FORMATIVE AND FORMATIVE AND SUMMATIVE SUMMATIVE EVALUATIONEVALUATION

FORMATIVE AND FORMATIVE AND SUMMATIVE SUMMATIVE EVALUATIONEVALUATION

Submitted by:Submitted by:SHILU MATHAISHILU MATHAI

Introduction• Evaluation in education is the

process of judging the effectiveness of educational experience through careful appraisal. It involves a continuous process of collecting, recording, assembling and interpreting information

Modern versus older forms of evaluation

Modern evaluation Older evaluation

measure a comprehensive range of objectives

Emphasis on subject matter achievement only

Modern versus older forms of evaluation

Modern evaluation Older evaluation

employs a variety of techniques, methods and procedures of appraisal

Employs only one or two methods and procedures of appraisal

WHY EVALUATION?• Sound educational decision

making.• Parents are eager to know the

results • To ascertain the extent to which

these goals have been realized.• For an adequate teaching learning

WHY EVALUATION?• Clarifies the aims of education.• Helps in the improvement of

curriculum• Attempts at relating the subject

matter, classroom instruction and testing procedures to educational objectives.

WHAT IS TO BE EVALUATED

• Characteristics of students • Not only the content but also the

achievement of the objectives and learning activities

MEANING AND DEFINITION

• Evaluation is derived from the word “valoir” which means to be worth

• Ralph Tyler defines evaluation as “the process of determining to what extent educational objectives are being realized”

DEFINITION

Evaluation is any systematic, continuous process of determining :

• The extent to which specified educational objectives are attained.

• The effectiveness of the learning experiences provided

• How well the goals of education have been accomplished.

NATURE OF EVALUATION

The evaluation is a two part process :• the identification of the objectives

or goals • the judgments of whether these

goals are being achieved

PURPOSES OF EVALUATION

• To appraise the status of and changes in student’s behavior

• Provision for guiding the growth of students• Diagnose the individual students

educational strengths and weakness

PURPOSES OF EVALUATION

• Assess the student’s progress from time to time

• Provide basis for modification of curriculum

• Locate the areas where remedial measures are needed

PURPOSES OF EVALUATION

• Motivate the students towards better attainment

• Test the efficiency of teachers • Appraise the teacher and

supervisor competence• Serves as method of self

improvement

PRINCIPLES OF

EVALUATION• Determining and clarifying what is

to be evaluated • techniques should be selected

according to the purposes• Comprehensive evaluation

requires a variety of evaluation techniques

PRINCIPLES OF

EVALUATION

• Proper use of evaluation techniques requires an awareness of both their limitations and strengths

• Evaluation is a means to an end, not an end in itself

CHARACTERISTICS OF EVALUATION

• Evaluation is a continuous process • includes academic and non

academic • a procedure for improving the

products • discovers the needs of an

individual

CHARACTERISTICS OF EVALUATION

• Evaluation in terms of purposes • Correlation between the

individual system and the system of evaluation

• Evaluation is a complex process

Components of evaluation

• Specifying learning outcomes• Collection of evidence about

students growth • Analysis and interpretation • Diagnostic appraisal • Redefining and readjusting

objectives

FUNCTIONS OF EVALUATION

1. Functions associated with the instructional process

• Measurement function • Diagnostic function • Guidance and remediation • Motivating functions

• Assessment of the final output • Classification and placement • Prognosis , prediction and

selection

Functions related to total education system

• Improvement of inputs and process of education

• Maximization of the output

TYPES OF EVALUATIONBased on the frequency of

conducting

a. formative evaluation b. summative evaluation

TYPES OF EVALUATIONBased on the nature of

measurement

a. Maximum performance evaluation

b. Typical performance evaluation

TYPES OF EVALUATIONBased on the method of

interpreting resultsa. criterion referenced evaluation b. norm referenced evaluation

STEPS OF EVALUATION

• Identifying the purpose of the evaluation

• Identifying a time frame • Determining when to evaluate• Selecting the evaluator• Choosing an evaluation design

STEPS OF EVALUATION

• Selecting an evaluation instrument • Collecting data• Interpreting data• Reporting the findings• Using the findings• Considering the costs of evaluation

FORMATIVE EVALUATION

Ongoing assessment of learners’ achievement while the term, course or instructional program is in progress.

• Formative evaluation is the assessment made during the instructional phase to let the teacher know about learner’s progress in learning and what more is to be done.

• Formative evaluation is conducted to monitor the instructional process, to determine whether learning is taking place as planned….RL Ebel and DA Frisbac 1986

Purposes of formative evaluation

• Feedback to the students, not the assignment of a grade

• The gathering of data during the time of program guides the developmental process

• Continuous and immediate feedback

Characteristics of formative evaluation

• focuses on molecular analysis of instructional material

• cause seeking• its design is exploratory • monitors teaching learning

strategies

Advantages of formative evaluation

• It helps in forming, modifying and improving the program before it is completed.

• It helps to find many things that can be changed

• It is helpful for the immediate decision making

Advantages of formative evaluation

• It makes teaching more effective• More emphasis is on the

achievement rather than objectives.

• It also provides ample opportunities to learners to have mastery in content

SUMMATIVE EVALUATION

• assigning a grade for learners achievement at the end of term, semester, course or instructional program

“Summative evaluation typically comes at the end of a course of instruction. It is designed to determine the extent to which the instructional objectives have been achieved and is used primarily to assign grade or certifying pupil mastery of intended outcome.”- NE Gronlund 1985

“Summative evaluation is done at the conclusion of instruction and measures the extent to which students have attained the desired outcomes” W Weersma and Gurs 1990

Purposes of summative evaluation

• Obtain an overall picture of how they are doing.

• The effectiveness of teaching and instruction is evaluated.

• The purpose of assigning grades or certifying learner’s mastery of the intended learning outcomes.

Elements of summative evaluation

• There should be some instructional program before summative evaluation

• The instructional program should be for attainment of some objectives

• It is done at the end or completion of program

Elements of summative evaluation

• It should check whether there has been learning or not.

• It should provide the feedback to the classroom teacher

Characteristics of summative evaluation

• Concerned with (a) broad range of issues (b) judgment about the merits of already completed program.

• It comes at the end of a course• It is the terminal assessment of

the learner’s performance

Characteristics of summative evaluation

• It provides whether learning is sufficiently complete

• It measures the extent to which the learner has attained the outcomes.

• It is evidence that the program is satisfactory.

Advantages of summative evaluation • It provides reinforcement to

teachers• It helps in planning and

organizing of further teaching • It judges to what extent

objectives are realized

Formative versus summative evaluation

Formative evaluation

Summative evaluation

conducted during the program

conducted after the program

The purpose is to monitor progress of the students

The purpose is to check final status of students

There will be a very thorough sampling

There will be a more restricted sampling

Formative versus summative evaluation

Formative evaluation

Summative evaluation

It uses the methods of daily assignments and observation

It uses the methods of achievement tests and projects

organized for the benefit of internal audience

organized for the benefit of external audience

Formative versus summative evaluation

Formative evaluation

Summative evaluation

tested more frequently

tested less frequently

Scoring is based on criterion referenced approach

Scoring is based on norm referenced approach

reports scores on each task

reports in terms of total scores

Evaluation helps students

• Communicating the teachers objectives • Increasing motivation • Encouraging good study habits • Developing abilities and skills • Summarizing and reporting students

progress • Feedback