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Introduction
Formative and summative evaluations are the two primary methods of evaluation currently in vogue.
(Dr. K., Week 7, Lecture 7)
Summative Evaluations
Summative evaluations take place at the end of a specific time frame. As for teacher evaluations and observations, summative assessments take place midway through the year and at the end of the year. Summative evaluations are formal in nature and do not allow for much feedback.
Formative Evaluations
Formative evaluations are ongoing. They are usually informal and come in the form of a checklist or anecdotal records. Formative evaluations provide immediate feedback. They ensure teacher effectiveness and success as they monitor progress throughout the school year.
FORMATIVE
Little more complex Completed during development of program Conducted more than once Research oriented--intent is to improve
Coaching for success Ensure goals are being met Provide feedback Learning spiraling upwards Not necessarily in need of, or to evaluate, a product Assessments usually remain in-house
TYPES
ANECDOTAL RECORDS QUIZZES ESSAYS DIAGNOSTIC TESTS LAB REPORTS
SUMMATIVE
Quantitative Information gathered/completed at the end of a program Cumulative learning Measure effectiveness Assess end result Used to make decisions about further study
TYPES
UNIT TESTS FINAL EXAMS STATEWIDE TESTS NATIONAL TESTS ENTRANCE EXAMS
Simply pointing out the differences between two forms of evaluation is not always very useful. True understanding isnt always achieved
Formative and Summative Evaluation forms are a lot like apples and oranges
Alignment
There should be alignment between: clear and realistic learning outcomes learning opportunities to achieve these outcomes evaluation methods and tasks related to the learning outcomes and methods of learning
Validity
Evaluation should measure what it sets out to measure: This is tipically pointed out during the preconference between the teacher and the administrator
Reliability
Evaluation should be consistent and fair: good assessor reliability administrator with classroom experience preferably.
Transparency
No 'hidden agendas' or surprises for teachers: Teachers should not have to guess what is in the assessor's mind. evaluation should be clearly aligned to published learning outcomes or a teacher personal improvement plan (PIP).
3 Purposes of Evaluation
1. To consistently promote growth. 2. To improve delivery of content to the students. 3. To ultimately improve the learning of the students (the accountability piece).
Words of Wisdom
teachers can fix bad teaching; they find it very difficult to escape bad evaluations. Nothing that we do to, or for, our teachers is more important than our evaluation of their work and the feedback administrators and peers give them on it. The results of our evaluations influence our teachers for the rest of their careers.
Formative evaluations
Provides on-going assessments, reviews, and observations in a classroom Teachers use formative assessment to improve instructional methods with student feedback throughout the teaching and learning process. Teacher observes students that do not grasp a concept, she or he can design a review activity or use a different instructional strategy.
students can monitor their own progress with periodic quizzes and performance tasks. results of formative evaluations are used to modify and validate instruction.
Where there is no formative evaluation, by definition, the student learns nothing after submitting the work
REFERENCES
Classroom Assessment: Basic Concepts. Formative vs.Summative Assessments. Retrieved October 20, 2008 from http://fcit.usf.edu/assessment/basic/basica.html Formative vs. Summative Evaluation. Retrieved October 20, 2008 from http.jan.ucc.nau.edu/edtech/etc/667/proposal/evaluation/summa tive_vs_formative.htm Formative and Summative Assessment. Retrieved October 20, 2008 from http://www.krauseinnovationcenter.org/ewyl/modules/module63.html.
References
Classroom Assessment: Basic Concepts. Formative vs.Summative Assessments. Retrieved October 24, 2008 from http://fcit.usf.edu/assessment/basic/basica.html Pawlas, G., Oliva, P. (2008) Supervision for Todays Schools, Sixth Edition. New York: John Wiley and Sons