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Angelita chapter 12
- 1. BY: ANGELITA BROOKS Designing and Conducting Summative Evaluations
- 2. Background Summative assessments are used to evaluate student learning at the end of a unit or course and often determine course grades, or at least carry great value towards that determination. Summative assessment tools most commonly utilized are mid-term or end-of-term exams to determine the level at which students achieved the expectations for their learning as prescribed by the instructor and to identify instructional areas that may need additional attention.
- 3. Objectives Define the purpose of summative evaluation Describe the two phase of summative evaluation and the decision resulting from each phase Design a summative evaluation to examine organizational benefits of instructional that have been implemented Contrast formative and summative evaluation by purpose and design
- 5. What is a Summative Evaluation Summative evaluation is used to evaluate the effectiveness of a unit or instructional program. Teachers use summative evaluation to decide if students gained knowledge from what they have been taught. Types of summative evaluations include unit tests and statewide tests.
- 6. Two Phase of Summative Evaluation Expert Judgement: determine whether currently used instruction or other candidate instruction has potential for meeting organization’s define instructional needs. Field trial documents the effectiveness of promising instructions with target group members in the intended setting.
- 7. Expert Judgement Phase Purpose: Do the materials have the potential for meeting this organization’s needs? 1. Congruence Analysis 2. Content Analysis 3. Design Analysis 4. Feasibility Analysis 5. Current User Analysis
- 8. Expert Judgment Phase Congruence Analysis The expert judgment phase consists of performing a congruence analysis consisting of a content analysis, design analysis, utility and feasibility analysis, and current user analysis. As each phase is conducted a no, no go, decision is made. If no, then the materials are sent back with feedback for further design and development. This phase is conducted with the instructional designer, the subject matter experts and often an external reviewer. Target learners are not involved in this stage of evaluation.
- 9. Expert Judgment Phase Content Analysis During this activity, an identified expert is used to judge materials for accuracy and completeness to determine if they are inline with organization stated goals.
- 10. Expert Judgment Phase Design Analysis The design analysis is an evaluation of the adequacy of the components of the components of the instructional strategy included in the candidate material.
- 11. Expert Judgment Phase Feasibility Analysis Factors such as the availability of learners guide or syllabus and an instructor’s manual are taking into consideration during this activity.
- 12. Expert Judgment Phase Current User Analysis This final analysis seek to get information about candidates materials from other organizations that are experience in using them.
- 13. Field Trail Phase The purpose of the field trial phase of summative evaluation is to determine the effectiveness of instruction with the target group in the intended setting (Dick & Carey, 1996). There are two parts to the field trial phase: outcomes analysis and management analysis. The outcomes analysis reviews the impact of the instruction on the learner, the job and the organization. Management analysis assesses "instructor and supervisor attitudes related to learner performance, implementation feasibility, and costs" (p. 323).
- 14. Fileld Trail Phase Purpose: Are the materials effective with target learners in the prescribed setting? Outcome Analysis: 1. Impact on Learner 2. Impact on Job 3. Impact on Organization
- 16. The Main Purpose of a Summative Evaluation Summative evaluation provides information on the product's efficacy ( it's ability to do what it was designed to do). For example, did the learners learn what they were supposed to learn after using the instructional module. In a sense, it lets the learner know "how they did," but more importantly, by looking at how the learner's did, it helps you know whether the product teaches what it is supposed to teach.
- 17. Comparison of Formative & Summative Evaluation
- 19. SUMMARY (Change Agent) As a change agent, evaluating goals and determine the worth or merit in an educational setting is very important. Well-designed evaluations also provide information that can help explain the findings that are observed. In these days of reform, educators are continually faced with the challenges of evaluating their innovations and determining whether progress is being made or stated goals have, in fact, been reached. A change agent should use common sense and their professional practice to ensure they make affective changes. The goal should be to provide an ongoing source of information that can aid decision making at various steps along the way.