Evaluation Ppt
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FORMATIVE AND FORMATIVE AND SUMMATIVE SUMMATIVE EVALUATIONEVALUATION
FORMATIVE AND FORMATIVE AND SUMMATIVE SUMMATIVE EVALUATIONEVALUATION
Submitted by:Submitted by:SHILU MATHAISHILU MATHAI
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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
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Modern versus older forms of evaluation
Modern evaluation Older evaluation
measure a comprehensive range of objectives
Emphasis on subject matter achievement only
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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
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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
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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.
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WHAT IS TO BE EVALUATED
• Characteristics of students • Not only the content but also the
achievement of the objectives and learning activities
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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”
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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.
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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
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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
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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
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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
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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
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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
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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
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CHARACTERISTICS OF EVALUATION
• Evaluation in terms of purposes • Correlation between the
individual system and the system of evaluation
• Evaluation is a complex process
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Components of evaluation
• Specifying learning outcomes• Collection of evidence about
students growth • Analysis and interpretation • Diagnostic appraisal • Redefining and readjusting
objectives
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FUNCTIONS OF EVALUATION
1. Functions associated with the instructional process
• Measurement function • Diagnostic function • Guidance and remediation • Motivating functions
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• Assessment of the final output • Classification and placement • Prognosis , prediction and
selection
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Functions related to total education system
• Improvement of inputs and process of education
• Maximization of the output
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TYPES OF EVALUATIONBased on the frequency of
conducting
a. formative evaluation b. summative evaluation
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TYPES OF EVALUATIONBased on the nature of
measurement
a. Maximum performance evaluation
b. Typical performance evaluation
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TYPES OF EVALUATIONBased on the method of
interpreting resultsa. criterion referenced evaluation b. norm referenced evaluation
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STEPS OF EVALUATION
• Identifying the purpose of the evaluation
• Identifying a time frame • Determining when to evaluate• Selecting the evaluator• Choosing an evaluation design
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STEPS OF EVALUATION
• Selecting an evaluation instrument • Collecting data• Interpreting data• Reporting the findings• Using the findings• Considering the costs of evaluation
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FORMATIVE EVALUATION
Ongoing assessment of learners’ achievement while the term, course or instructional program is in progress.
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• 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.
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• Formative evaluation is conducted to monitor the instructional process, to determine whether learning is taking place as planned….RL Ebel and DA Frisbac 1986
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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
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Characteristics of formative evaluation
• focuses on molecular analysis of instructional material
• cause seeking• its design is exploratory • monitors teaching learning
strategies
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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
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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
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SUMMATIVE EVALUATION
• assigning a grade for learners achievement at the end of term, semester, course or instructional program
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“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
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“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
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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.
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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
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Elements of summative evaluation
• It should check whether there has been learning or not.
• It should provide the feedback to the classroom teacher
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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
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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.
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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
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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
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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
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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
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Evaluation helps students
• Communicating the teachers objectives • Increasing motivation • Encouraging good study habits • Developing abilities and skills • Summarizing and reporting students
progress • Feedback
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