Topic: Summative Evaluation
Student Name: Akhtiar Ali
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Achievement tests are designed to measure the knowledge and skills students learned in school or to determine the academic progress they have made over a period of time. The tests may also be used to evaluate the effectiveness of a schools and teachers, or identify the appropriate academic placement for a student—i.e., what courses or programs may be deemed most suitable, or what forms of academic support they may need. Achievement tests are “backward-looking” in that they measure how well students have learned what they were expected to learn.
“The type of ability test that describes what a person has learned to do is called an achievement test”.
__ Thornike and Hagen (1969)
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
Achievement tests are designed to measure the knowledge and skills students learned in school or to determine the academic progress they have made over a period of time. The tests may also be used to evaluate the effectiveness of a schools and teachers, or identify the appropriate academic placement for a student—i.e., what courses or programs may be deemed most suitable, or what forms of academic support they may need. Achievement tests are “backward-looking” in that they measure how well students have learned what they were expected to learn.
“The type of ability test that describes what a person has learned to do is called an achievement test”.
__ Thornike and Hagen (1969)
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
This ppt present literature on the meaning, purpose, and characteristics of continuous assessment, rational for adopting and implementing continuous assessment. It goes further to highlight problems of continuous assessment implementation, and present some guidelines of Planning and Organizing Continuous Assessment for more improved learning system.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
Running Head: UNIT 6 ASSIGNMENT 1 1
UNIT 6 ASSIGNMENT 1 9
Xavier Williams
Unit 6 Assignment 1
Introduction
This course is designed for the department of engineering. In this engineering course, I will teach the learners about water resource engineering. They will learn Integrated Water Resources Development (IWRD) and Integrated Water Resources Management (IWRM) as a general framework for Water Resources Engineering. The students will mention water challenges experienced in their locality. This will be done in groups of five students with the aim of stating challenges of water and how to solve them. At the end of each lesson the teacher will lead in demonstration of various water resources and how water from the sources can be harnessed. The following will be the student learning goals; Learners will be able to understand elements integrated water resources management. Learners will be able to know erosion and deposition in rivers, Learners will be able to learn laws governing water in their country and internationally, Learners will be able to know erosion and deposition in rivers, Learners will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to conduct a practical experience. Learners play an active role and engage more during practical exercises than in theoretical practices. During practical exercises, students get a chance to utilize what they learnt in class and build confidence while at it to deal with real world situations. Allowing students to have discussions in groups’ plays a great role in learning experience by enhancing democratic learning, complements reflective learning and accommodates individual difference. Therefore, I aim to mix the low-ability learners with the high ability learners and help in leading discussions to ensure achievement of learning goals by the end of the course.
Learning goals
Learning goals state what the teacher intends the students to achieve as a result of a successful completion of the teaching experience. It could be at the end of a program, a course or learning experience. A course learning goal explains what the students will be capable to perform at the end of a course while program goal is what the student is capable of achieving at the end of their degree or diploma certificate. A well state learning goals should state the outcomes (Marzano, 2010). This is basically what the student will be in a position to do after they successfully complete the course. They should be simple and clear such that everyone comprehends them. They should focu.
Running Head: UNIT 6 ASSIGNMENT 1 1
UNIT 6 ASSIGNMENT 1 9
Xavier Williams
Unit 6 Assignment 1
Introduction
This course is designed for the department of engineering. In this engineering course, I will teach the learners about water resource engineering. They will learn Integrated Water Resources Development (IWRD) and Integrated Water Resources Management (IWRM) as a general framework for Water Resources Engineering. The students will mention water challenges experienced in their locality. This will be done in groups of five students with the aim of stating challenges of water and how to solve them. At the end of each lesson the teacher will lead in demonstration of various water resources and how water from the sources can be harnessed. The following will be the student learning goals; Learners will be able to understand elements integrated water resources management. Learners will be able to know erosion and deposition in rivers, Learners will be able to learn laws governing water in their country and internationally, Learners will be able to know erosion and deposition in rivers, Learners will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to conduct a practical experience. Learners play an active role and engage more during practical exercises than in theoretical practices. During practical exercises, students get a chance to utilize what they learnt in class and build confidence while at it to deal with real world situations. Allowing students to have discussions in groups’ plays a great role in learning experience by enhancing democratic learning, complements reflective learning and accommodates individual difference. Therefore, I aim to mix the low-ability learners with the high ability learners and help in leading discussions to ensure achievement of learning goals by the end of the course.
Learning goals
Learning goals state what the teacher intends the students to achieve as a result of a successful completion of the teaching experience. It could be at the end of a program, a course or learning experience. A course learning goal explains what the students will be capable to perform at the end of a course while program goal is what the student is capable of achieving at the end of their degree or diploma certificate. A well state learning goals should state the outcomes (Marzano, 2010). This is basically what the student will be in a position to do after they successfully complete the course. They should be simple and clear such that everyone comprehends them. They should focu.
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Daignostic Evaluation.
Student Name: Syeda Wajeeha
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Assembling The Test
Student Name: Naeema Fareed
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Objective Type Items, Recognition Type Items and Recall ItemsDr. Amjad Ali Arain
Topic: Objective Type Items, Recognition Type Items and Recall Items
Student Name: Munazza Mohsin Samo
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Test Testing and Evaluation
Student Name: Abdul Rauf Ansari
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Frequency Distribution
Student Name: Abdul Hafeez
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Meaning of Test, Testing and Evaluation
Student Name: Wardha Samo
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Administration/Conducting the Test
Student Name: Waqar Hassan
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Counselling of Students After Reporting The Results
Student Name: Siraj ul-Haque
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Essay Type Test
Student Name: Shakti Lal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Purpose, Principle, Scope of Test and Evaluation
Student Name: Sawera Khan
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Reliability
Student Name: Sarang Joyo
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Report Test Result to Administration
Student Name: Rooha Shaikh
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Preparing The Test Items
Student Name: Ramsha Saleem
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Validity
Student Name: Parkash Mal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Learning Objectives
Student Name: Sualiha Lodhi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Reporting Test Results to Parents
Student Name: Fatima Zohra
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Order and Ranking
Student Name: Ansar Hussain
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Types of Evaluation
Student Name: Aneeqa Hashmi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: School Evaluation Program
Student Name: Amtal Basit Tooba
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Name : Akhtiar Ali
Roll No: 2K16/bedel/05
Class : final year (iv)
Subject name : test development and evaluation
Presentation topic :
Summative evaluation
Submitted to : Prof,dr Amjad ali arain
Elsa kazi old campus faculty of education Hyderabad,
University of Sindh Jamshoro.
3. Introduction
Assessment and evaluation are essential components of teaching and learning.
Without an effective evaluation program it is impossible to know whether students have
learned,whether teaching has been effective, or how best to address student learning needs.
Summative evaluation is defined as the design of evaluation studies and the collection of
data to verify the effectiveness of instructional materials with target learners.
Occurs after implementation
(after program has completed ful cycle)
Determines the effectiveness,appeal,and effiency of instruction.
Assesses whether the instruction adequately solves the “problem” that was identified in the
needs assessment.
4. Summative evaluation
Determines the extent to which a student has achieved the course objectives.
Can occur during a term as well as at the end of instructin .
Summative assessment methods are the most traditional ways of evaluating student work.
When evaluation takes place solely at the end of a unit,it is referred to as summative evaluation.
For example,test scores/grades are used to evaluate achievents.
Focus on mainly the “product” rather than process.
A summative evaluation ( sometimes referred to as external) is a method of judging the worth of a
program at the end of the program activities (summation).
The focus is on the outcome or the final product.
Is associated with but not limited to standardized testing.
5. Purposes Of Summative
Evaluation
To evaluate learner success in retaining content knowledge through types of assessments
such as traditional paper and pencil tests.
A tool used to evaluate the curriculum and training process.
Make “go-no-go” decisions
Keep current materials?
Look for something better suited to meet organizations specific instruction needs?
Summative evaluation are used to judge the impact of a plan of instruction on the
organization initial problem.
6. Aims
To assess the learners achievement at the end of a teaching-learning process,for instaance, at the end of the
unit.
Measures the learners attainment of specific objectives at the end of 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.
Assess whether the project achieved its aims and objectives.
Assess the impacts,benefits,and value of the project in the broader context.
Identify the achievements and stimulate discussion wit the community.
Identify areas for future development work.
7. Significance
Doing evaluation and doing it well matters in pragmatic terms because bad products and services cost lives
and health, destroy the quality of life and waste the resources of those who cannot afford waste.
In ethical terms,evaluation is a key to in the service of justice, in programmes as well as in personnel
evaluation. (Scriven 1991)
The outcomes of summative evaluation decisions have serious implications.
For students in terms of self esteem and protection of their rights to pursue a lively hood.
For parents with regard to protection from unsafe practice .
For teachers concerned with potential changes of unfair evaluation practices and the legal
repercussions of decisions where students are wrongly failed (or passed).
8. Advantages Of Summative
Evaluation
Objective measure of performance.
Freedom free active participation in discussion.
Knowledge construction student directed discussion.
Encourages reflective practice.
Getting student to recognize quality of own work.
Allows to identify own strengths and weaknesses.
Most powerful moderator in student achievement.
Student aware of progress.
Student learn faster.
Work for at risk students.
9. Disadvantages Of Summative
Evaluation
Getting student to recognize quality of own work.
Affected by context.
Needs preparation.
Enormous amount of time spent on assessment.
May lack timely informative feedback from instractor.
May encourage quantity rather than quality.
Extrinsic rewards competition.
May promote cheating due to high stakes nature of assessment.
Tendency for over reliance on summative measures.