Comparison between Formative And Summative evaluation

1. Formative & SummativeFormative & Summative
ComparisonsComparisons

2. Purpose (Introduction)Purpose (Introduction)
 Listing your course goals and objectives isListing your course goals and objectives is
the clearest way to communicatethe clearest way to communicate
expectations to students.expectations to students.
 The syllabus is a good place for them!The syllabus is a good place for them!
 Well-written goals and objectives informWell-written goals and objectives inform
all on what is to be learned, and howall on what is to be learned, and how
assessment will occur.assessment will occur.

3. The AudienceThe Audience
 Goals are broad,Goals are broad,
generalized statementsgeneralized statements
about what is to beabout what is to be
learned. Think of them aslearned. Think of them as
a target to be reached, ora target to be reached, or
““hit.hit.””
– Example: Students will be ableExample: Students will be able
to apply proper grammar toto apply proper grammar to
composition papers.composition papers.

4. By WhomBy Whom
 Goals loosely define what is to be learned,Goals loosely define what is to be learned,
but are too broad andbut are too broad and ““fuzzyfuzzy”” for designingfor designing
instruction.instruction.
 More specific statements of what theMore specific statements of what the
learner mustlearner must ““dodo”” are needed.are needed.
 ThatThat’’s where objectives come in.s where objectives come in.

5. Major CharacteristicsMajor Characteristics
 Instructional objectives are specific,Instructional objectives are specific,
measurable, short-term,measurable, short-term, observableobservable studentstudent
behaviors.behaviors.
 Objectives lead to related activities and goodObjectives lead to related activities and good
assessment.assessment.
 Objectives are tools to ensure your studentsObjectives are tools to ensure your students
reach your goals.reach your goals.

6. Design ConstraintsDesign Constraints
 Different archers haveDifferent archers have
different styles; so dodifferent styles; so do
different teachers.different teachers.
 You can shoot your arrowsYou can shoot your arrows
(objectives) many ways.(objectives) many ways.
 The important thing is thatThe important thing is that
they reach your targetthey reach your target
(goals) and score that bulls-(goals) and score that bulls-

7. Purpose of Data CollectionPurpose of Data Collection
MeasuresMeasures
CognitiveCognitive
– Mental skillsMental skills
AffectiveAffective
– Beliefs and attitudesBeliefs and attitudes
PsychomotorPsychomotor
– Physical skillsPhysical skills

8. Frequency of Data CollectionFrequency of Data Collection
Objectives should specify four mainObjectives should specify four main
things:things:
– AudienceAudience - Who? Who is this aimed at?- Who? Who is this aimed at?
– BehaviorBehavior - What? What do you expect them to- What? What do you expect them to
be able to do? Use action verbs to describe anbe able to do? Use action verbs to describe an
overt, observable behavior.overt, observable behavior.
– ConditionCondition - How? Under what circumstances- How? Under what circumstances
will the learning occur?will the learning occur?
– DegreeDegree - How much?- How much?
This is often called the ABCD's ofThis is often called the ABCD's of
objectives, a nice mnemonic aid!objectives, a nice mnemonic aid!

9. Sample Size Questions AskedSample Size Questions Asked
 Psychomotor -Psychomotor - ““Given a standard balance beamGiven a standard balance beam
raised to a standard heightraised to a standard height,, the studentthe student (attired in(attired in
standard balance beam usage attire)standard balance beam usage attire) will be ablewill be able
to walk the entire length of the balance beamto walk the entire length of the balance beam
(from one end to the other)(from one end to the other) steadily, withoutsteadily, without
falling off, and within a six second time span.falling off, and within a six second time span.””
– Audience -Audience - GreenGreen
– Behavior -Behavior - RedRed
– Condition -Condition - YellowYellow
– Degree -Degree - BlueBlue

10. Use (Conclusion)Use (Conclusion)

11. The EndThe End