SUMMATIVE

EVALUATION
NEFRITIRI GARCIA BLANCE

PROJECT PLANNING
AND
EVALUATION
DR. LIMUEL CIRINEO
 21st-Century Skills
Three types:
KEY CONCEPTS 1.Learning skills
a. critical thinking
Classroom Assessment b. creative thinking
Is an on-going process of c. collaborating
identifying, gathering, d. Communicating
organizing, and interpreting 2. Literacy Skills
a. Information Literacy
quantitative and qualitative b. Media Literacy
information about what learners c. Technology Literacy
know and can do. 3. Life Skills
a. Flexibility
Keep track of learner’s progress
b. Initiative
in relation to learning standards c. Social Skills
& in the development of 21st d. Productivity
-century skills. e. Leadership

KEY CONCEPTS
WHAT IS
“The process of determining to
EVALUATION?
what extent the educational
objectives are actually being
realized” (Tyler, 1950, p. 69)
“Evaluation is the process of
determining merit, worth, or
significance; an evaluation is a
product of that process” (Scriven,
1991, p. 53)
Cronbach and associates (1980)
clearly rejected the judgmental
nature of evaluation advocating
an approach that recognises the
evaluator as: “an educator
[whose] success is to be judged
by what others learn” (p. 11) rather
than a “referee [for] a basketball
game” (p. 18) who is hired to
decide who is “right” or
“wrong”.
REVIEW
GUIDE What is Assessed in
QUESTIONS: the Classroom?

1) Did the student 2) How did the

meet the standard teacher check the
of the teacher? student’s work?
3) Does the 4) What is the
evaluation given to appropriate type of
students were valid? test should be used?
Curriculum 1. What can learners do with what they know?
2. How well must learners do their work?
3. How well do learners use their learning or

Guide
LEARNING understanding in different situations?
4. How do learners apply their learning or
STANDARDS understanding in real-life context?
5. What tools and measures should learners
use to demonstrate what they know?

Content Standards
Performance Standards
Curriculu
Learning
Competencies m
 Concept
Development
SUMMATIVE
EVALUATION method of
judging the worth
refers to assigning of a program at
a grade for students the end of the
achievement at the program activities
end of the course
(summation). The
or instructional
program. focus is on the
outcome.
 SUMMATIVE
EVALUATION . . . May determine student’s
exit achievement.
Should reflect
formative assessments May be tied to a final
that precede it.
decision, grade or
Should match report.
material taught.
Should align with
instructional/curricul
ar outcomes.
SUMMATIVE
conducted after a
EVALUATION unit of work
Use and apply all And/or at the end
relevant knowledge, of an entire quarter
understanding and
skills.
synthesize their
bases for computing knowledge
grades understanding and
skills
 Put lights on the
Aims ultimate effectiveness
To assess the learners of the overall process
achievement at the end of or training that is
a teaching-learning carried out.
process, for instance, at
the end of the unit. To benefit comparison.

Measures the learners

To measure the
attainment of specific effectiveness of
objectives at the end of a curriculum, teaching
given period of time. methods and programs.
Features Advantages
at the end of a Allow for the
learning a process, evaluator to see the
whether a chapter, entire picture of the
unit semester or year event being
quantitative measure, evaluated to ensure
such as numeric that the program’s
scores over all goals and
objectives were met.
Advantages Allow you to develop a
better understanding of the
Allow you to process of change, and
compare the impact finding out what works,
of the different what doesn’t and why. This
projects and make allows you to gather the
result-based knowledge to learn and
decisions on future improve future project
spending allocations designs and
implementation.
(taking into account
an intended a End of a specific learning
period.
consequences).
Advantages Disadvantages
Questionnaires are Questions are asked in
the least expensive ways that students do
procedures for the not understand or have
external evaluations a difficulties
and can be used to answering. Neither of
collect large samples these get at whether
of graduate this student really
information. know the material that
was taught.
DisAdvantages
The model and
methodology used to
gather the data should
be a specified step by
step procedure. It
should be carefully
designed and execute
to ensure the data is
accurate and valid.
 Selection and
Clarification of
Objectives
Process Gathering of data in
Of terms of the Objectives

Evaluation
Ordering of Data

Judgement
 1. Selection and 2. Gathering of data in
Clarification of terms of the Objectives
Objectives
The gathering of data on
Evaluation and pupil progress and
teaching should evidence relating to stages
start with the of growth and development
clear formulation in terms of the objectives.
This involves some kind of
and statement of measurement procedure
all educational which might shed light on
objectives. learning.
 3. Ordering of Data
4. Judgement
It will be necessary When the first three
for the teacher to steps have
bring the data been completed,
together in some
teachers will make
systematic manner so
that an appraisal can judgements by means
be made on the basis of the collected data
of all evidence and with respect to
available the identified
objectives
Chapter Test

Unit Test

What are the Forms of

Summative Evaluation?
Subjective Type
of Test

Objective Type
of Test

Types of Test
Frequency of Formative
conducting Summative
Nature of Typical Performance
Measurement Maximum
Performance
Method of Types of
Criterion
Interpreting Referenced
Evaluation
Results Norm Referenced
How do we evaluate our
students? Collaborative
Individual group activities
unit tests
quarterly
assessments
The process of creating a
learning project is given more
weight of importance
than the product itself.
Written Work

Performance
Task
Quarterly What are the
Components of
Assessment Summative Evaluation?
 2 types of
assessment
Formative Assessment
Assessment FOR Learning
 Teachers can make adjustments in
their instruction
Summative Assessment
Assessment OF
Learning
 Measures whether learners
have met the content and
performance standards

Assessment AS Learning
 Students reflect on their own
progress
 Characteristics Formative Summative
PURPOSE To provide ongoing To document student
feedback and learning at the end of an
adjustment to instructional segment.
instruction
WHEN During instruction and After instruction
CONDUCTED after instruction
STUDENT Encouraged Discouraged
INVOLVEMEN
T
STUDENT Intrinsic, mastery- Extrinsic, performance-
MOTIVATION oriented oriented
 Characteristics Formative Summative
TEACHER ROLE To provide To measure student
immediate, specific achievement and give
feedback and grades.
instructional
correctives.
LEARNING Deep understanding, Knowledge and
EMPHASIZED application, and comprehension
reasoning
LEVEL OF Highly specific and General and group
SPECIFICITY individual oriented
STRUCTURE Flexible, adaptable Rigid, highly structured
 Characteristics Formative Summative
IMPACT ON Strong, Weak and
LEARNING positive, long- fleeting
lasting

McMillan (2007)
 “When the cook
taste the soup,
that’s Formative;
When the guest
taste the soup,
that’s
Summative”
REVIEW
GUIDE
QUESTIONS:
1) What have you
realized upon
watching the clip?
CONCLUSION
Formative and Summative
evaluation are a
never-ending process of
evaluating how well
we, teachers deliver education.
We evaluate everything from
achievement trends in
individual classrooms to
school, district and state-wide
scores on test. Without these
evaluations, educational
institutions might have tell
their blindly, uncertain of what
works and what does not.
Thinking beyond the
assessment and/or evaluation
itself, having a simplified yet
concise instructions may also
be the one of the ten factors
why students do pass/fail
during the evaluation.
Teachers, or even I, myself,
should not forget the reason
why we are assessing or
evaluating students
performances. ALL,
TEACHING METHODS
should be well planned and
QUESTIONS must be aligned
with the Learning Standards
In relation to
business . . .