Designing and Conducting

Summative EvaluationsPresented by

Sylondia Hooks

Instructional Design System 501

April 12, 2015

Background

• Summative evaluations are the kind of assessments that focus on the outcome of a program or unit.

• Summative evaluations are compared against a standard or benchmark.

• Summative evaluations are more outcome-focused than process-focused.

• Summative evaluations give a summary of the results.

Summative Evaluation Facts

• Asks the question of how effective the instruction/curriculum is.

• Inquires if the learners learned what the objective set out to achieve.

• It lets the learner glimpse how well or otherwise they did.

• It also tells how successful the design of the product is.

Summative Evaluation Facts (con’t)

• Although summative evaluation can be administered at the start of a program, it is most often given at the end.

• Most summative evaluations are associated with quantitative methods of collecting data.

• A balance of quantitative and qualitative methods of data collection are recommended.

Summative Evaluation Facts (con’t)

• Summative evaluation was coined by Michael Scriven.

• Paul Saettler describes summative evaluation as testing the validity of a theory or determining the effectiveness of an educational project for revision or improvements.

Using Summative Evaluation

• Is a way to find out whether the program has reached its goals, objectives, or outcomes.

• Has room to quantify resource use to measure teacher usefulness in the program.

• Makes allowable the comparison to other programs for future financial decisions

• Provides results that give a better understanding of what works, what does not, and why.

Categories of Summative Evaluation

• One type of summative evaluation is quantitative.

• The quantitative method yields numerical results.

• Data can be consolidated and analyzed to describe relationships such as between objectives and student performance.

Categories of Summative Evaluation (con’t)

• Another type of summative evaluation is qualitative.

• Unlike the quantitative method-which yields results in numbers-the qualitative method yields results more in text forms.

• The qualitative method will explain the relationships described in numbers with the quantitative method and summarize their quality.

Examples of Summative Evaluation

• Final project

• Mid-term exam

• Research paper

• Questionnaires

• Audits

Expert Judgment Phase

• The areas of the expert judgment phase are vital in ensuring the tools and instruction used in the classroom are effective and worthwhile.

• It is vital that the goals and objectives set during the design phase are adequately administered and that student progress is thoroughly assessed then subsequently analyzed to make future decisions.

Expert Judgment Phase (con’t)

• Expert judgment phase asks if the instructional materials are capable of meeting the instructional needs.

• Four areas are examined:

– Congruence analysis

– Content analysis

– Design analysis

– Feasibility analysis

Congruence and Content Analysis

• Congruence analysis seeks to discover if the needs and goals of the organization are congruent with those in the instruction.

• Content analysis is concerned with the completeness, accurateness, and current state of the instructional materials used.

Design and Feasibility Analysis

• Design analysis of summative evaluation inquires if the materials show evidence of learning, instruction, and motivation.

• The feasibility stage seeks to ensure the instructional materials are convenient, durable, cost-effective, and satisfactory for all students.

Field Trial Phase

• Field trial is when materials and programs are tested in the type of environment it will be officially implemented in.

• The field trial phase seeks to make sure the materials used are effective with the target learners in the target environment.

• There are two main areas of the field trial phase:

– Outcomes Analysis

– Management Analysis

Outcomes Analysis

• Takes a close look at three specific areas of a summative evaluation:

– How the learner is affected

– How the job is affected

– And how the organization is affected

Management Analysis

• How is the teacher’s attitude during instruction?

• Can suggested implementations practical?

• Are there reasonable costs for time, personnel, equipment, and resources?

Contrasting Summative and Formative Evaluations

Summative Evaluation

• Provides teachers and students with information concerning achievement

• Has a high-point value

• End-goal is to compare student achievement at the end of an instructional unit by comparing it to a set benchmark

Formative Evaluation

• Is used to check student progress as an instructional unit is occurring

• Guides the next steps in instruction by identifying other opportunities to aid in success

• Must be designed in a way to respond to students’ needs

Summary

• Summative evaluation occurs at the end of an instructional unit or program. It seeks to analyze the quality of the entire program as it relates to instruction, students, and instructional materials. It will also provide information for any improvements or revisions needed.

Resources

• http://evaluationtoolbox.net.au/index.php?option=com_content&view=article&id=40&Itemid=126

• http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html

• http://www.edudemic.com/summative-and-formative-assessments/

Thank you!

Sylondia Hooks

shooksasu@gmail.comhttps://sites.google.com/site/shookspink/

http://shookspink.blogspot.com/