Pamantasan ng lungsod ng valenzuela bsed f il 3-1 2013 5


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Pamantasan ng lungsod ng valenzuela bsed f il 3-1 2013 5

  1. 1.  To assess the learners achievement at the end of a teaching-learning process, for instance, at the end of the unit. Measures the learners attainment of specific objectives at the end of a given period of time Put lights on the ultimate effectiveness of the overall process or training that is carried out. To benefit comparison To measure the effectiveness of curriculum, teaching methods and programs.
  2. 2.  Chapter test Unit test Departmental test Feedback
  3. 3.  The most important features of summative evaluation is that they come at the end of a learning a process, whether a chapter, unit semester or year. They typically use quantitative measure, such as numeric, scores.
  4. 4.  Allow for the evaluator to see the entire picture of the event being evaluated to ensure that the program’s over all goals and objectives were met. Individuals groups maybe compared to help instructors gain a better understanding of which teaching method work best for various groups.
  5. 5.  Provides essential data for this process. Provides a means to find out whether your project has reached its goals/objectives outcomes. Allows you to quantify the changes in resource use attributable to your project so that you can track how you are the impact of your project
  6. 6.  Allow you to compare the impact of the different projects and make result-based decisions on future spending allocations (taking into account an intended a consequences). Allow you to develop a better understanding of the process of cahange, and finding out what works, what does’nt and why. This allows you to gather the knowledge to learn and improve future project designs and implementation. End of a specific learning period.
  7. 7.  Questionnaires are the least expensive procedures for the external evaluations and can be used to collect large samples of graduate information.
  8. 8.  Questions are asked in ways that students do not understand or have a difficulties answering. Neither of these get at wheter this student really know the material that was taught. The model and methodology used to gather the data should be a specified step by step procedure. It should be carefully designed and executive to ensure the data is accurate and valid.
  9. 9. Formative Evaluation Summative EvaluationEx: daily quizzes Departmental test,unit test,chapter test-Internal -external-During -after-Focuses on the process -Focuses on the outcome-Define as parts to whole -Summary of a whole-Much more focused -The worth of a program at-Improve overall teacher the end of the programquality activities.-Help builds the summative -All evaluation types canevaluation serve the summative evaluation-There are just a few whichare exclusively meant forformative functions.
  10. 10. “When the cook taste the soup, that’s Formative; When the guest taste the soup, that’s Summative”
  11. 11. “Never-ending process”
  12. 12. Used a balance of both quantitaveand qualitative methods in order to get abetter understanding of what your projectha sachieved, and how or why this hasoccurred. Formative and summative evaluationsboth include summaries of theresearcher’s findings that includerecommendations for future actions.
  13. 13. Formative and summative evaluationare a never-ending process of evaluatinghow well they deliver education. Theyevaluate everthing from achievementtrends in individual classrooms to school,district and statewide scores on test.Without these evaluations, educationalinstitutions might have tell their blindly,uncertain of what works and what doesnot.