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Designing &
ConductingSummative
Evaluations
Joidon Jennings
Background
 The summative evaluation is concerned about making sure that the instruction
learned will be transferred into the appropriate performance context.The
instructional designer needs this assessment to make sure that he is addressing
the performance problems and needs.
Objectives
 Define the purpose of summative evaluation
 Describe two phases of summative evaluation and the decisions resulting from each phase
 Design a summative evaluation to examine organizational benefits of instruction they have
implemented
 Contrast formative and summative evaluation by design and purpose
What is
Summative
Evaluation
 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.
The Purpose
ofSummative
Evaluation
 Summative evaluations are used to judge the impact of a
plan of instruction on the organization’s initial problem.
 Make “go-no-go” decisions
 Keep current materials
 Look for something to suit the organization’s needs
What is the difference?
 Formative evaluation:
 Helpful in bringing suggestions for improvement to the attention of the staff
 Provides information that helps you to improve the program
 Generates periodic reports; Information can be shared quickly
• Summative Evaluation:
• Helpful in describing quality and effectiveness of your program by documenting its
impact on participants in the community
• Generates information that can be used to demonstrate the results of your program
to funders and your community
External
Evaluators
 The primary evaluator in a summative evaluation is rarely the
designer or developer of instruction
 Evaluator is often unfamiliar with the materials, the organization
requesting the evaluation or the setting in which the materials are
evaluated
 Preferred because they have no personal investment and will likely
be more objective
Phases ofSummative Evaluation
 Expert judgement phase
 Field trial phase
Expert
Judgement
Phase
 The purpose is to ask: “Do the materials have the
potential for meeting the organization’s needs?
 There are numerous activities that decide whether
the candidate instruction is promising
 Design analysis
 Content analysis
 Congruence analysis
 Current user analysis
Congruence
Analysis
 Analyzing the congruence among an organization’s needs and
goals vs. those addressed in candidate instruction
 An organization’s target learners’ entry skills and characteristics
and those for which candidate materials are needed
 An organization’s resources and those required for obtaining and
implementing candidate instruction
Content
Analysis
 An identified expert is used to judge materials for accuracy and
completeness to determine if they are aligned with the
organization’s goals
 An instructional analysis of the stated goal is a very cost effective
method
DesignAnalysis
 An evaluation of the adequacy of the components of the instructional strategy included in the
candidate material.
 Check lists are a great resource for this
Utility and
Feasibility
Analysis
 Factors such as the availability of a learner guide or syllabus and
an instructor’s manual are taken into consideration during this
activity.This is also the time when you obtain information to
determine if the evaluation was necessary
CurrentUser
Analysis
 The final analysis seeks to get information about the
candidate material from the organizations that are
experienced in using them
 The names of current users can be obtained from the
publishers of the materials
StepsforConductingExperimentJudgment
PhaseofSummativeEvaluation
FieldTrial
Phase
 Purpose:Are the materials effective with target learners in
prescribed settings?
 Outcome Analysis
 Impact on job
 Impact on organization
 Impact on learners
ManagementAnalysis
 Are instructor and manager attitudes satisfactory?
 Are recommended implementation features feasible?
 Are costs related to time personnel, equipment and resources obtainable?
Summary
 As a change agent, it is vital to evaluate the
instructional strategy to ensure you are staying on
the course that the organization has presented
 The priority is that the organization’s goals are met
References
 The Systematic Design of Instruction
By: Joidon
Jennings

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Summative Evaluation PowerPoint

  • 2. Background  The summative evaluation is concerned about making sure that the instruction learned will be transferred into the appropriate performance context.The instructional designer needs this assessment to make sure that he is addressing the performance problems and needs.
  • 3. Objectives  Define the purpose of summative evaluation  Describe two phases of summative evaluation and the decisions resulting from each phase  Design a summative evaluation to examine organizational benefits of instruction they have implemented  Contrast formative and summative evaluation by design and purpose
  • 4. What is Summative Evaluation  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.
  • 5. The Purpose ofSummative Evaluation  Summative evaluations are used to judge the impact of a plan of instruction on the organization’s initial problem.  Make “go-no-go” decisions  Keep current materials  Look for something to suit the organization’s needs
  • 6. What is the difference?  Formative evaluation:  Helpful in bringing suggestions for improvement to the attention of the staff  Provides information that helps you to improve the program  Generates periodic reports; Information can be shared quickly • Summative Evaluation: • Helpful in describing quality and effectiveness of your program by documenting its impact on participants in the community • Generates information that can be used to demonstrate the results of your program to funders and your community
  • 7. External Evaluators  The primary evaluator in a summative evaluation is rarely the designer or developer of instruction  Evaluator is often unfamiliar with the materials, the organization requesting the evaluation or the setting in which the materials are evaluated  Preferred because they have no personal investment and will likely be more objective
  • 8. Phases ofSummative Evaluation  Expert judgement phase  Field trial phase
  • 9. Expert Judgement Phase  The purpose is to ask: “Do the materials have the potential for meeting the organization’s needs?  There are numerous activities that decide whether the candidate instruction is promising  Design analysis  Content analysis  Congruence analysis  Current user analysis
  • 10. Congruence Analysis  Analyzing the congruence among an organization’s needs and goals vs. those addressed in candidate instruction  An organization’s target learners’ entry skills and characteristics and those for which candidate materials are needed  An organization’s resources and those required for obtaining and implementing candidate instruction
  • 11. Content Analysis  An identified expert is used to judge materials for accuracy and completeness to determine if they are aligned with the organization’s goals  An instructional analysis of the stated goal is a very cost effective method
  • 12. DesignAnalysis  An evaluation of the adequacy of the components of the instructional strategy included in the candidate material.  Check lists are a great resource for this
  • 13. Utility and Feasibility Analysis  Factors such as the availability of a learner guide or syllabus and an instructor’s manual are taken into consideration during this activity.This is also the time when you obtain information to determine if the evaluation was necessary
  • 14. CurrentUser Analysis  The final analysis seeks to get information about the candidate material from the organizations that are experienced in using them  The names of current users can be obtained from the publishers of the materials
  • 16. FieldTrial Phase  Purpose:Are the materials effective with target learners in prescribed settings?  Outcome Analysis  Impact on job  Impact on organization  Impact on learners
  • 17. ManagementAnalysis  Are instructor and manager attitudes satisfactory?  Are recommended implementation features feasible?  Are costs related to time personnel, equipment and resources obtainable?
  • 18. Summary  As a change agent, it is vital to evaluate the instructional strategy to ensure you are staying on the course that the organization has presented  The priority is that the organization’s goals are met
  • 19. References  The Systematic Design of Instruction