This document discusses formative and summative evaluation. Formative evaluation is used during instruction to monitor student learning and provide feedback to improve teaching and learning. Summative evaluation is used after instruction to assess student achievement and the effectiveness of curriculum and instructional methods. Both formative and summative evaluations provide data to evaluate programs and determine areas for improvement through an ongoing process.

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
1.Formative evaluation is used during the
teaching learning process to monitor the
learning process.
2.Formative evaluation is developmental in
nature. The aim of this evaluation is to
improve student’s learning and teacher’s
teaching.
3.Generally teacher made tests are used for
this purpose.
4.The test items are prepared for limited
content area.
5.It helps to know to what extent the
instructional objectives have been achieved.
6.It provides feed-back to the teacher to
modify the methods and to prescribe
remedial works.
7.Only few skills can be tested in this
evaluation.
8.It is a continuous and regular process.
9.It considers evaluation as a process.
10.It answers to the question, whether the
progress of the pupils in a unit is
successful?
Summative Evaluation
1. Summative evaluation is used after the
course completion to assign the grades.
2. Summative evaluation is terminal in
nature. Its purpose is to evaluate
student’s achievement.
3. Generally standardized tests are used for
the purpose.
4. The tests items are prepared from the
whole content area.
5. It helps to judge the appropriateness of
the instructional objectives.
6. It helps the teacher to know the
effectiveness of the instructional
procedure.
7. Large number of skills can be tested in
this evaluation.
8. It is not regular and continuous process.
9. It considers evaluation as a product.
10. It answers to the question, the degree to
which the students have mastered the
course content.

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 has
achieved, 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.