This document discusses summative evaluation, which assesses student learning at the end of a course or unit. Summative evaluation determines if learning objectives were achieved and identifies areas needing further instruction. It has two main phases: the expert judgement phase and field trial phase. The expert judgement phase involves content and design analysis by instructors and subject experts to determine if materials meet organizational needs. The field trial phase analyzes the materials' effectiveness on learners and impact on job and organization performance. Summative evaluation provides information to assess progress and determine if learning objectives were attained.

1. Designing and
conducting
summative
evaluationsGARY HOWARD

2. BACKGROUND
Summative assessments are utilized to assess understudy learning toward the
finish of a unit or course and frequently decide course reviews, or if nothing
else convey incredible incentive towards that assurance. Summative
assessments devices most ordinarily used are mid-term or end-of-term exams
to decide the level at which understudies accomplished the desires for their
learning as endorsed by the teacher and to distinguish instructional zones
that may require extra consideration.

3. Objectives
 Define the purpose of summative evaluation
 Design a summative evaluation to examine organizational benefits of
instruction they have implemented
 Describe the TWO phases of summative evaluation and the decisions
resulting from each phase
 Contrast Formative and summative evaluation by purpose and design

4. Summative evaluation
 Refers to the assessment of participants where the focus is on the outcome
of a program. This contrasts with formative assessment, which summarizes
the participants' development at a particular time.
 Summative evaluation looks at the impact of an intervention on the target
group. This type of evaluation is arguably what is considered most often as
'evaluation' by project staff and funding bodies- that is, finding out what
the project achieved.

6. Summative Evaluation
 Determining the extent to which a student has achieved the course
objectives
 Can occur during a term as well as at the end of the instruction
 Summative assessment methods are the most traditional ways of
evaluating student work

8. Summative Evaluation exa,ple
 clink link
 https://www.youtube.com/watch?v=1ahnYCMqhR4
 https://study.com/academy/lesson/standardized-assessments-formative-
vs-summative-evaluations.html

9. Two Main Phases of SummativeTwo
Main Phases of Summative Evaluation
 Field trial phase
 Expert Judgement phase

10. Expert Judgement Phas
 Congruence Analysis is the he master judgment stage comprises of playing
out a coinciding investigation comprising of a substance examination,
outline investigation, utility and plausibility examination, and current client
investigation. As each stage is directed a no, no go, choice is made.
Assuming no, at that point the materials are sent back with criticism for
additionally plan and advancement. This stage is led with the instructional
originator, the topic specialists and frequently an outer analyst. Target
students are not associated with this phase of assessment.

11. Expert judgement phase
 Purpose: do the material have potiential for meeting this organizations
needs?
 There are several activities that decide whether the candidate instruction is
promising.
1. Congruence Analysis
2. 2. Content Analysis
3. 3. Design Analysis
4. 4. Utility and Feasibility Analysis
5. 5. Current User Analysis

12. Expert judgement phase
These experts provide expertise
to ensure the project or phase
closure is performed to the
appropriate standards

14. Field trial phase
 Analysis
1. Are the instructor and managers attitudes good?
2. Are costs related to time opersonnel equipment and resources reasonable

15. Field Trial PhaseField Trial Phase
 Are the materials effective with target learners in the prescribed setting?
Outcomes Analysis:
1.Impact on Learners
2.Impact on Job
3.Impact on Organization

16. Summary
 As a change agent, you must constantly evaluate the strategy consistently
to ensure that the organizational is feasible. Objectives and decide the
value or legitimacy in an instructive setting is imperative. All around
planned assessments likewise give data that can help clarify the discoveries
that are watched. In nowadays of change, teachers are persistently looked
with the difficulties of assessing their advancements and deciding if
advance is being made or expressed objectives have, truth be told, been
come to.

17.  Gary Howard
 coachghoward@gmail.com
 Apt 501