The document discusses summative evaluation, which assesses learner achievement at the end of a teaching period using tests, provides feedback, and measures the effectiveness of curriculum, teaching methods, and programs. Summative evaluations typically use quantitative measures like test scores and occur at the end of a learning process, such as after a chapter, unit, or semester. They allow evaluators to assess whether overall goals and objectives were met and compare learner groups.

3.  To assess the learners achievement at the end of
a teaching-learning process, for instance, at the
end of the unit.
 Measures the learners attainment of specific
objectives at the end of a given period of time
 Put lights on the ultimate effectiveness of the
overall process or training that is carried out.
 To benefit comparison
 To measure the effectiveness of curriculum,
teaching methods and programs.

4.  Chapter test
 Unit test
 Departmental test
 Feedback

5.  The most important features of
summative evaluation is that
they come at the end of a
learning a process, whether a
chapter, unit semester or year.
They typically use quantitative
measure, such as numeric,
scores.

6.  Allow for the evaluator to see the
entire picture of the event being
evaluated to ensure that the
program’s over all goals and
objectives were met.
 Individuals groups maybe compared
to help instructors gain a better
understanding of which teaching
method work best for various
groups.

7.  Provides essential data for this
process.
 Provides a means to find out
whether your project has
reached its goals/objectives
outcomes.
 Allows you to quantify the
changes in resource use
attributable to your project so
that you can track how you are
the impact of your project

8.  Allow you to compare the impact of the
different projects and make result-based
decisions on future spending allocations
(taking into account an intended a
consequences).
 Allow you to develop a better understanding
of the process of cahange, and finding out
what works, what does’nt and why. This
allows you to gather the knowledge to learn
and improve future project designs and
implementation.
 End of a specific learning period.

9.  Questionnaires are the least
expensive procedures for the
external evaluations and can be
used to collect large samples of
graduate information.

10.  Questions are asked in ways that students do
not understand or have a difficulties
answering. Neither of these get at wheter
this student really know the material that
was taught.
 The model and methodology used to gather
the data should be a specified step by step
procedure. It should be carefully designed
and executive to ensure the data is accurate
and valid.

11. Formative Evaluation Summative Evaluation
Ex: daily quizzes Departmental test,unit
test,chapter test
-Internal -external
-During -after
-Focuses on the process -Focuses on the outcome
-Define as parts to whole -Summary of a whole
-Much more focused -The worth of a program at
-Improve overall teacher the end of the program
quality activities.
-Help builds the summative -All evaluation types can
evaluation serve the summative
evaluation
-There are just a few which
are exclusively meant for
formative functions.

12. “When the cook taste the
soup, that’s Formative;
When the guest taste the
soup, that’s Summative”

13. “Never-ending process”

14. Used a balance of both quantitave
and qualitative methods in order to get a
better understanding of what your project
ha sachieved, and how or why this has
occurred.
Formative and summative evaluations
both include summaries of the
researcher’s findings that include
recommendations for future actions.

15. Formative and summative evaluation
are a never-ending process of evaluating
how well they deliver education. They
evaluate everthing from achievement
trends in individual classrooms to school,
district and statewide scores on test.
Without these evaluations, educational
institutions might have tell their blindly,
uncertain of what works and what does
not.