3. Summative Evaluations
• Summative evaluations take place at the
end of a specific time frame.
• As for teacher evaluations and
observations, summative assessments take
place midway through the year and at the
end of the year.
• Summative evaluations are formal in
nature and do not allow for much feedback.
4. Formative Evaluations
• Formative evaluations are ongoing.
• They are usually informal and come in the
form of a checklist or anecdotal records.
• Formative evaluations provide immediate
feedback.
• They ensure teacher effectiveness and
success as they monitor progress
throughout the school year.
5. Teacher Observations and
Evaluations
• Supervisors and administrators have a
great responsibility when it comes to
observing and evaluating staff members.
6. Teacher Observations and
Evaluations
• It is important that administrators do not
solely rely on SUMMATIVE assessments.
• Many do because of the demands of their
positions.
• Supervisors and administrators must utilize
both forms of assessment to ensure
accurate data collection and
recommendations
8. FORMATIVE
• Little more complex
• Completed during development of
program
• Conducted more than once
• Research oriented--intent is to
improve
9. • “Coaching for success”
– Ensure goals are being met
– Provide feedback
• “Learning spiraling upwards”
• Not necessarily in need of, or to evaluate, a
“product”
• Assessments usually remain “in-house”
11. SUMMATIVE
• Quantitative
• Information gathered/completed at the end
of a program
• Cumulative learning
• Measure effectiveness
• Assess end result
• Used to make decisions about further study
12. TYPES
• UNIT TESTS
• FINAL EXAMS
• STATEWIDE TESTS
• NATIONAL TESTS
• ENTRANCE EXAMS
14. Simply pointing out the
differences between two forms
of evaluation is not always very
useful.
True understanding isn’t always
achieved
Formative and Summative
Evaluation forms are a lot like
apples and oranges…
15. (Formative Vs. Summative)
It is because of the similarity between the two
forms of evaluation
that pointing out the differences becomes
fruitful
Just as apples are different than oranges;
None-the-less both are fruits, edible, and
round
17. Key features of effective
evaluation
• alignment
• validity
• reliability
• Transparency
18. Alignment
There should be alignment between:
• clear and realistic learning outcomes
• learning opportunities to achieve these
outcomes
• evaluation methods and tasks related to the
learning outcomes and methods of learning
19. Validity
Evaluation should measure what it sets out to
measure:
• This is tipically pointed out during the
preconference between the teacher and the
administrator
20. Reliability
Evaluation should be consistent and fair:
• good assessor reliability – administrator
with classroom experience preferably.
21. Transparency
No 'hidden agendas' or surprises for teachers:
• Teachers should not have to guess what is
in the assessor's mind.
• evaluation should be clearly aligned to
published learning outcomes or a teacher
personal improvement plan (PIP).
22. 3 Purposes of Evaluation
1. To consistently promote growth.
2. To improve delivery of content to the
students.
3. To ultimately improve the learning of the
students (the accountability piece).
23. Words of Wisdom
• “teachers can fix bad teaching; they find it very
difficult to escape bad evaluations.”
• “Nothing that we do to, or for, our teachers is
more important than our evaluation of their work
and the feedback administrators and peers give
them on it. The results of our evaluations
influence our teachers for the rest of their
careers.”
25. Formative evaluations
• Provides on-going assessments, reviews, and observations in
a classroom
• Teachers use formative assessment to improve instructional
methods with student feedback throughout the teaching and
learning process.
• Teacher observes students that do not grasp a concept, she
or he can design a review activity or use a different
instructional strategy.
• students can monitor their own progress with periodic quizzes
and performance tasks.
• results of formative evaluations are used to modify and validate
instruction.
26. The difference between
formative and summative
• The value of formative evaluation must express with the
distinction to students in language they can grasp
• Formative evaluation is the process of judging an ongoing,
changing process or diagnosis, revision, description,
information, or comparison.
• Summative evaluation is a final-end decision serving purposes
of persuasion, verification, prediction or validity
• Where there is no formative evaluation, by definition, the
student learns nothing after submitting the work
27. • While formative evaluation highlights areas that
need improvement or remediation
• Formative test results may lead to conclusions that
other methods would be more effective.
• preferably educators should incorporate both types
of evaluation in program development.
28. Plan of the formative evaluation
• Assess progress towards meeting the curriculum’s aims and
objectives
• Assess how effectively projects are contributing to meeting the
curriculum
• Gather and publish best practice
• Identify gaps and issues
• Raise awareness of the plan and stimulate discussion
• Ensure that course outputs are meeting students needs
•
• Ensure the curriculum can respond flexibly to changes
29. REFERENCES
• Classroom Assessment: Basic Concepts. Formative vs.Summative
Assessments. Retrieved October 20, 2008 from
http://fcit.usf.edu/assessment/basic/basica.html
• Formative vs. Summative Evaluation. Retrieved October 20, 2008
from
http.jan.ucc.nau.edu/edtech/etc/667/proposal/evaluation/summa
tive_vs_formative.htm
• Formative and Summative Assessment. Retrieved October 20, 2008
from
http://www.krauseinnovationcenter.org/ewyl/modules/module6-
3.html.
30. References
• Classroom Assessment: Basic Concepts. Formative vs.Summative
Assessments. Retrieved October 24, 2008 from
http://fcit.usf.edu/assessment/basic/basica.html
• Pawlas, G., Oliva, P. (2008) Supervision for Today’s Schools, Sixth Edition.
New York: John Wiley and Sons
