COMPARING FORMATIVE EVALUATION AND SUMMATIVE EVALUATION

Attributes Formative Evaluation Summative Evaluation

Concepts Scriven (1967) state that formative

evaluation was intended to foster

development and improvement within

ongoing activity.

Scriven (1991) confirm that formative

evaluation is typically conducted during

the development or improvement of a

product and it is conducted often more

than once.

Robert Stakes state that “when the

cook tastes the soup, that’s formative,

when the guests taste the soup, that’s

summative”

Scriven (1967) state that

summative evaluation

was used to assess

whether the results of

the object being

evaluated met stated

goals.

Bhola (1990) state that

summative evaluation is

a method of judging the

worth of a program at

the end of the program

activities. The focus is

on the outcome.

Implementatio

n

It’s happen during instructional

process.

It’s happen in a given

periodically to determine

at a particular point in

time.

Duration Take a short time. Take a long time.

Area Test of specific skills, concepts and

objective.

Ideally test every concept which has

been taught.

Test general/overall

concepts, skills and/ or

terminal objectives.

The combination of all

skills and concepts.

Purpose To help the students during the

instructional process because of the

formative evaluation is implemented

during the teaching and learning

process.

Determine specific skills, concepts and

objectives which students have not

mastered.

Provides immediate feedback to

Summative evaluation

provides information on

the product’s efficacy.

Used to determine

students’ grades and

report them.

Used as a basis for

subsequent revision or

redesign of a course or

students on their learning performance:

often suggest learning activities.

Identifies specific weakness in ongoing

instruction (material and teaching

procedures) allowing the teacher to

remedy the instructions.

program

Determine program/

course effectiveness

Examples Criteria and goal setting

o Engages students in instruction

and the learning process by

creating clear expectations.

Observations

o Teacher observes to identify the

students that need clarification.

o Observation assist teacher in

gathering evidence of student

learning to inform instructional

planning.

Questioning strategies

o Elicit immediate information

about students learning

Self and peer assessments

o With peer evaluation, students

see each other as resources for

understanding and checking for

quality work against previously

established criteria.

Students record keeping

o Helps students better

understand their own learning

as evidence of their classroom

work (worksheet etc. )

State assessment

End-of-unit or chapter

tests

End-of-term or semester

exams

Scores that are used for

accountability for

schools and student

(report card grades)