Comparison Between Formative Evaluation And Summative Evaluation 39543s
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COMPARING FORMATIVE EVALUATION AND SUMMATIVE EVALUATION Attributes
Formative Evaluation •
Concepts
Summative Evaluation •
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
•
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
•
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 process.
•
Used to determine students’ grades and
•
Determine specific skills, concepts and objectives which students have not
•
•
Used as a basis for
mastered.
subsequent revision or
Provides immediate to
redesign of a course or
students on their learning performance:
program
often suggest learning activities. •
report them.
•
Identifies specific weakness in ongoing
Determine program/ course effectiveness
instruction (material and teaching procedures) allowing the teacher to remedy the instructions. Examples
•
Criteria and goal setting ○
Engages students in instruction
•
State assessment
•
End-of-unit or chapter tests
and the learning process by creating clear expectations. •
○
Teacher observes to identify the Observation assist teacher in
schools and student
gathering evidence of student
(report card grades)
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 ○
Scores that are used for ability for
planning.
•
•
students that need clarification.
learning to inform instructional
○
End-of-term or semester exams
Observations ○
•
•
Helps students better understand their own learning as evidence of their classroom work (worksheet etc. )
Formative Evaluation •
Concepts
Summative Evaluation •
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
•
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
•
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 process.
•
Used to determine students’ grades and
•
Determine specific skills, concepts and objectives which students have not
•
•
Used as a basis for
mastered.
subsequent revision or
Provides immediate to
redesign of a course or
students on their learning performance:
program
often suggest learning activities. •
report them.
•
Identifies specific weakness in ongoing
Determine program/ course effectiveness
instruction (material and teaching procedures) allowing the teacher to remedy the instructions. Examples
•
Criteria and goal setting ○
Engages students in instruction
•
State assessment
•
End-of-unit or chapter tests
and the learning process by creating clear expectations. •
○
Teacher observes to identify the Observation assist teacher in
schools and student
gathering evidence of student
(report card grades)
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 ○
Scores that are used for ability for
planning.
•
•
students that need clarification.
learning to inform instructional
○
End-of-term or semester exams
Observations ○
•
•
Helps students better understand their own learning as evidence of their classroom work (worksheet etc. )
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