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Formative evaluation occurs during instruction to provide feedback on student learning and help improve teaching. It focuses on specific skills and concepts and is short-term. Summative evaluation occurs at the end to assess overall learning and skills, provides grades or scores, and determines program effectiveness. It has a longer duration than formative evaluation.
Formative evaluation occurs during instruction to provide feedback on student learning and help improve teaching. It focuses on specific skills and concepts and is short-term. Summative evaluation occurs at the end to assess overall learning and skills, provides grades or scores, and determines program effectiveness. It has a longer duration than formative evaluation.
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Formative evaluation occurs during instruction to provide feedback on student learning and help improve teaching. It focuses on specific skills and concepts and is short-term. Summative evaluation occurs at the end to assess overall learning and skills, provides grades or scores, and determines program effectiveness. It has a longer duration than formative evaluation.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online from Scribd
Concepts • Scriven (1967) state that formative • Scriven (1967) state
evaluation was intended to foster that summative development and improvement evaluation was used within ongoing activity. to assess whether the results of the object being • Scriven (1991) confirm that evaluated met formative evaluation is typically stated goals. conducted during the development or improvement of a product and it is conducted often more than once. • Bhola (1990) state that summative evaluation is a • Robert Stakes state that “when the method of judging cook tastes the soup, that’s the worth of a formative, when the guests taste program at the end the soup, that’s summative” of the program activities. The focus is on the outcome.
Implementation • It’s happen during instructional • It’s happen in a given
process. 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 • Test general/overall
objective. concepts, skills and/ or • Ideally test every concept which has terminal objectives. been taught. • The combination of all skills and concepts.
Purpose • To help the students during the • Summative evaluation
instructional process because of the provides information on formative evaluation is implemented the product’s efficacy. during the teaching and learning • Used to determine process. students’ grades and • Determine specific skills, concepts and report them. objectives which students have not • Used as a basis for mastered. subsequent revision or • Provides immediate feedback to redesign of a course or students on their learning performance: program often suggest learning activities. • Determine program/ • Identifies specific weakness in ongoing course effectiveness instruction (material and teaching procedures) allowing the teacher to remedy the instructions.
Examples • Criteria and goal setting • State assessment
○ Engages students in instruction • End-of-unit or chapter and the learning process by tests creating clear expectations. • End-of-term or semester • Observations exams ○ Teacher observes to identify the • Scores that are used for students that need clarification. accountability for ○ Observation assist teacher in schools and student gathering evidence of student (report card grades) learning to inform instructional planning. • Questioning strategies ○ Elicit immediate information about students learning • Self and peer assessments ○ With peer evaluation, students see each other as resources for understanding and checking for quality work against previously established criteria. • Students record keeping ○ Helps students better understand their own learning as evidence of their classroom work (worksheet etc. )