FORMATIVE EVALUATION SUMMATIVE EVALUATION

PRESENTED BY: H. RUFUS RAJ Asst. Professor, Al Shifa college of Nursing

Definition of Evaluation
Evaluation is a process of determining to what extent the educational objectives are being realised.
- Ralph Tyler

Evaluation is defined as an assignment of symbols to a phenomenon in order to characterise the worth or value of a phenomenon usually with reference to some social, cultural or scientific standard.
- Bradfield

FORMATIVE EVALUATION
Introduction:
Also known as diagnostic evaluation
Used to monitor the learning process during instruction and to provide continuous feedback to both teacher and pupils concerning learning successes and failures.

Feedback to pupils reinforces successful learning and

identifies the learning errors that need correction. Feedback to the teacher provides information for modifying instruction and prescribing group and individual remedial work.

Definition:
Formative evaluation is defined as the evaluation concerned with judgement made during the design and

or development of a program, which are directed

towards modifying, forming or otherwise improving the program before it is completed.

The term formative evaluation denotes the ongoing or systematic assessment of students achievement while the term, courses or instructional program is in progress.

Purposes:
to provide feedback for teachers to modify subsequent learning activities and experiences

to identify and remediate group or individual deficiencies

to move focus away from achieving grades and onto learning processes, in order to increase self efficacy and reduce the negative impact of extrinsic motivation to improve students' metacognitive awareness of how they learn

"frequent, ongoing assessment allows both for fine-tuning of

instruction and student focus on progress

Implications:
Formative evaluation is done during an instructional program The instructional program should aim at the attainment of certain objectives during the implementation of the

program
It is done to monitor learning and modifying the

program if needed before its completion

Formative evaluation is for current students

Characteristics:
Relatively focus on molecular analysis Cause seeking

Interested in the broader experiences of the program users

Design is exploratory and flexible Tends to ignore local effects of particular programs Seeks to identify influential variables Requires analysis of instructional material foe mapping the

hierarchical structure of the learning tasks and actual teaching

course for a certain period Not used for assigning course grades

Principles:
It clarifies what good performance (goals, criteria, expected standards) It facilitates the development of self-assessment in learning It provides high quality information to students about their learning It encourages teacher and peer dialogue around learning; It encourages positive motivational beliefs and selfesteem It provides opportunities to close the gap between current and desired performance It provides information to teachers that can be used to help shape teaching

Advantages:
Provides student with information on progress or gains Informs the student about the extent of time and learning needed to attain the educational objectives Enables the learning activities to be adjusted in

accordance with progress made or lack

Anonymity of the student is maintained by using code of choice Can be carried out frequently whenever or where ever desired by the teacher or student

Importance in Nursing education:

Individualised by comparison of the students achievement during the various stages of the curriculum or course Helps the teacher to set the objectives to be attained at a certain period of time It is a certifying type of evaluation Enables the student to adjust the learning behaviour continually in a prospective way Helps the learner to slow or rapid progress towards attainment of the learning objectives Enables the student to control his own learning behaviour at every point of the learning program Helps to seek appropriate teaching guidance Provides teacher with qualitative and quantitative data towards modifying teaching suitability and time

SUMMATIVE EVALUATION
Introduction:
Also known as certifying evaluation

Describes judgements about the merits of an already

completed program, procedure or product Refers to assigning a grade or students achievement at the end of the program Done at the conclusion of instruction and measures the extent to which the students have attained the desired outcome.

Definition:
Summative evaluation is defined as the evaluation that is conducted at the end of the instructional segment to determine if learning is sufficient or complete to warrant moving the learner to the next segment of instruction.
-Ebel

Refers to the evaluation that is done at the conclusion of the instruction and measures the extent to which students have attained the desired outcome.
- Weersama

Elements:
There should be some instructional program before summative evaluation

Instructional program should be for the attainment of some

objectives Should be done at the end or completion of a instructional program Provides feedback to the class room teacher for success or failure of the program or and of the student Should check whether there has been learning in relation to the redetermined objectives

Characteristics:
Lends to the use of well defined evaluation designs Focuses on analysis Provides descriptive analysis Tends to stress local effects It is unobstructive and nonreactive as far as possible Concerned with broad range of issues Instruments are reliable and valid

Advantages:
Usefulness towards convincing the consumer society of knowledge or skill acquired by the student towards the competence achieved Used for the promotion to the next grade and judgement of

high and low performers within a certain groups for passing

or failing in an examination Provides information for judging the appropriateness of the course objectives and effectiveness of the instructions

Comparison between formative & summative

Formative evaluation:
It is conducted during the development of improvement of

Summative evaluation: Conducted after the completion of the program

the program
Conducted for in-house staff & normally remains in the

Conducted for the benefit of some

external decision makers Evaluated by internal or external

institution

or combination of both

Difference between formative and summative evaluation

Characteristics Purpose Formative Summative

To monitor progress of To check final status of student by getting students feedback Detailed Narrowed scope Daily assignments Observations Daily General Broad scope Tests Examinations Projects Quarterly Annualy

Content focus

Methods

Frequency

Levels of formative and summative evaluation

 Level 4: Motivation evaluation informs how relevant the learning process is to the learners (it measures how well the learning analysis processes worked). Level 3: Learning evaluation informs the degree of relevance that the learning process worked to transfer the new skills to the learners (it measures how well the design and development processes worked). Level 3: Performance evaluation informs the degree that the skills actually transferred to the performance (it measures how well the performance analysis process worked). Level 4: Results evaluation informs the return the program receives from supporting the learning process.