3. Expert have tried to analyse the process of
evaluation from the point of view of theses
function and the result has been an attempt to
arrive at various types and models of educational
evaluation. Theses classification are helpful for
educational workers in that theses could add to
specifically of their goals and plan of action while
attempting evaluation for deferent purpose
4. The process of learning progress during
instruction is formative. It provides
continuous feedback both the teachers and
the students about the success and failures.
Feedbacks to students include the specific
error and misconceptions that are in need of
correction. For teachers it provides feedback
related to instruction to individual and group
work.
5. Formative evaluation tasks used are mostly
prepared by the teacher made tests. However
the customized tests published are also used
for this purpose. Observational techniques
are, of course, also useful in monitoring
student progress in identifying learning error.
They are useful for time-to-time
improvement of instruction but not for
assigning final grades.
6. * According to Ebel. R.L and D.A Frisbie
“Formative evaluation is conducted to monitor
the instructional process to determine
whether learning is taking place and planned
“
* According to W.Wiersima & S.G Jurs
“Formative evaluation occurs over period of
time and monitors student process”
7. Evaluation done by stage by stage at micro
level.
It is flexible.
It is changed from time-to-time and is need-
based.
Possibility for identifying specific strength and
weakness.
It can be made locally relevant.
It helps in monitoring closely the teaching-
learning strategy during instruction.
To provide space for improvement of the
programmers designed performance of
children.
8. Summative evaluation takes place at the end of the
course for unit of instruction. It is designed to
determine the extent to which the instructional
goals have been achieved and is used basically for
assigning course grade or for certifying student’s
mastery of the indented learning outcome. The
technique used in summative evaluation are
determined by the instructional goals, but they
typically include teacher made achievement tests,
rating on various type of performance and
evaluation of products.
9. In the contest of regular classroom evaluation it is
carried out at the end of a course of study. For e. g
final examination where progress of the child is
declared as either passed or failed. This evaluation
includes even the result of formal examination and
the final evaluation. They can be formal teacher-
made achievement test or standardized tests,
questionnaire, rating scale, work assignments,
project, etc.
10. It is concerned with board range of issues, merit of a
completed programme, procedure, or product.
It comes at the end of a course or unit or instruction. it
range from a semester to a whole year.
It is a terminal assessment of a leaner, which cannot be
changed.
Determines the achievements of objectives.
It makes value judgments.
It gives descriptive analysis.
Judgment about the sustenance of programme.
Feedback to the teacher concerned for the success or
failure of a programme.
11. SUMMATIVE FORMATIVE
It is done across the large
area of the content.
Thorough evaluation of a
limited content area
It cover large blocks of
content and the final
achievement of the leaner
possible for reinforcing the
learning and mesentery of
the learning through
remedial teaching.
It is done at the end of the
programme completion.
Conducted during the
process of instruction,
12. It is done against the
objectives or criteria.
It takes place between
teacher and leaner in the
form of a dialogue
It arrives at the final status of
a learners
It monitors learner’s
progress by getting
feedback.
Less frequent. More frequently done
They are used in a limited
way
It use profile and records of
achievements
It reports the total scale or
grade average
The score on each task are
recorded in a hierarchy
Uses well-designed devices It use varied informal device
13. All theses attempt made informally, consciously
and unconsciously are meant for betterment of the
child. So all such attempts and our regular
classroom questioning, slip test, unit test, half
yearly examination would come under formative
strategy as they all improve the child further and
the result of such evaluation helps in improving the
child’s performance and the behavior in all
dimension. Where as the terminal exam conducted
in the school at the end of a class and school are
summative evaluation type.
