2. Background
• Summative evaluations are the kind of
assessments that focus on the outcome of a
program or unit.
• Summative evaluations are compared against
a standard or benchmark.
• Summative evaluations are more outcome-
focused than process-focused.
• Summative evaluations give a summary of the
results.
3. Summative Evaluation Facts
• Asks the question of how effective the
instruction/curriculum is.
• Inquires if the learners learned what the
objective set out to achieve.
• It lets the learner glimpse how well or
otherwise they did.
• It also tells how successful the design of the
product is.
4. Summative Evaluation Facts (con’t)
• Although summative evaluation can be
administered at the start of a program, it is
most often given at the end.
• Most summative evaluations are associated
with quantitative methods of collecting data.
• A balance of quantitative and qualitative
methods of data collection are recommended.
5. Summative Evaluation Facts (con’t)
• Summative evaluation was coined by Michael
Scriven.
• Paul Saettler describes summative evaluation
as testing the validity of a theory or
determining the effectiveness of an
educational project for revision or
improvements.
6. Using Summative Evaluation
• Is a way to find out whether the program has
reached its goals, objectives, or outcomes.
• Has room to quantify resource use to measure
teacher usefulness in the program.
• Makes allowable the comparison to other
programs for future financial decisions
• Provides results that give a better
understanding of what works, what does not,
and why.
7. Categories of Summative Evaluation
• One type of summative evaluation is
quantitative.
• The quantitative method yields numerical
results.
• Data can be consolidated and analyzed to
describe relationships such as between
objectives and student performance.
8. Categories of Summative Evaluation
(con’t)
• Another type of summative evaluation is
qualitative.
• Unlike the quantitative method-which yields
results in numbers-the qualitative method
yields results more in text forms.
• The qualitative method will explain the
relationships described in numbers with the
quantitative method and summarize their
quality.
9. Examples of Summative Evaluation
• Final project
• Mid-term exam
• Research paper
• Questionnaires
• Audits
10. Expert Judgment Phase
• The areas of the expert judgment phase are
vital in ensuring the tools and instruction used
in the classroom are effective and worthwhile.
• It is vital that the goals and objectives set
during the design phase are adequately
administered and that student progress is
thoroughly assessed then subsequently
analyzed to make future decisions.
11. Expert Judgment Phase (con’t)
• Expert judgment phase asks if the
instructional materials are capable of meeting
the instructional needs.
• Four areas are examined:
– Congruence analysis
– Content analysis
– Design analysis
– Feasibility analysis
12. Congruence and Content Analysis
• Congruence analysis seeks to discover if the
needs and goals of the organization are
congruent with those in the instruction.
• Content analysis is concerned with the
completeness, accurateness, and current state
of the instructional materials used.
13. Design and Feasibility Analysis
• Design analysis of summative evaluation
inquires if the materials show evidence of
learning, instruction, and motivation.
• The feasibility stage seeks to ensure the
instructional materials are convenient,
durable, cost-effective, and satisfactory for all
students.
14. Field Trial Phase
• Field trial is when materials and programs are
tested in the type of environment it will be
officially implemented in.
• The field trial phase seeks to make sure the
materials used are effective with the target
learners in the target environment.
• There are two main areas of the field trial phase:
– Outcomes Analysis
– Management Analysis
15. Outcomes Analysis
• Takes a close look at three specific areas of a
summative evaluation:
– How the learner is affected
– How the job is affected
– And how the organization is affected
16. Management Analysis
• How is the teacher’s attitude during
instruction?
• Can suggested implementations practical?
• Are there reasonable costs for time,
personnel, equipment, and resources?
17. Contrasting Summative and Formative
Evaluations
Summative Evaluation
• Provides teachers and
students with information
concerning achievement
• Has a high-point value
• End-goal is to compare
student achievement at the
end of an instructional unit
by comparing it to a set
benchmark
Formative Evaluation
• Is used to check student
progress as an instructional
unit is occurring
• Guides the next steps in
instruction by identifying
other opportunities to aid in
success
• Must be designed in a way
to respond to students’
needs
18. Summary
• Summative evaluation occurs at the end of an
instructional unit or program. It seeks to
analyze the quality of the entire program as it
relates to instruction, students, and
instructional materials. It will also provide
information for any improvements or revisions
needed.
