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Formative & summative evaluation

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The difference between Formative & summative evaluation

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Formative & summative evaluation

  1. 1.  HAVE YOU EVER BEEN EVALUATED?  HAVE YOU EVER EVALUATED SOMEONE?
  2. 2. It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the programme as it stand, modify it or throw it out altogether.
  3. 3. According to Gatawa (1990: 50), the term curriculum evaluation has three major meanings: The process of:  describing and judging an educational programme or subject.  comparing a student‟s performance with behaviourally stated objectives.  defining, obtaining and using relevant information for decision-making purposes.  According to the ICT curriculum,” it is expected that students are not only proficient enough in using some computer applications but also be able to understand what they are doing with computer.” (National Curriculum Framework, 2005).
  4. 4.  Formative Evaluation  Summative Evaluation
  5. 5.  The term „formative evaluation‟ was originally coined by Scriven (1967) to classify evaluation that gathered information for the purpose of improving instruction as the instruction was being given.
  6. 6.  It is a conceptual and physical exercise that is carried out before a programme comes to an end.  It can be considered to be the process that looks for evidence of success or failure of a programme, a syllabus or a subject taught during implementation.  Formative evaluation answers two questions:  Is the instruction successful?  If it is not successful, what can be done to avoid failure?  In education, its aim is usually to obtain information to improve a programme.
  7. 7.  A method to judge the worth of a curriculum at the end of the syllabus where the focus is on the outcome. (Scriven,1967)
  8. 8.  It assesses the training that teachers might need in order to implement a program successfully. (tablet)  It determines whether a new curriculum program, syllabus or subject is better than the one it is intended to replace or other alternatives. (subject teaching at primary level)  It is a type of evaluation employed at the end of a learning experience to indicate student progress. (continuous assessment)  It can take the form of small class assessment or end of term or final examination.
  9. 9.  The information collected from evaluating a curriculum forms the basis for making judgements about how successfully the programme achieved its intended outcomes and its worth. In fact evaluation serves a range of purpose for everyone involved in education such as:  Policy makers/Government/Ministry Of Education &Human Resources  Curriculum developers  School  Educators  Students  Parents, Employers and Tertiary Institutions
  10. 10.  A curriculum that operates satisfactorily over a certain period of time may gradually become obsolete or deteriorate over time.  To prevent this from occurring permanent follow-up and quality control of the program should be maintained.  Quality control may reveal when some or all portions of the program should be altered or replaced. In this way quality control may lead toward the updating of an old programme and production of “second generation programme”.
  11. 11. THANKS FOR YOUR ATTENTION
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The difference between Formative & summative evaluation

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