Types of Evaluation

• Formative Evaluation
• Summative Evaluation
• Other types of Evaluation

The use that is made of summative evaluation information distinguishes that process from formative evaluation. Another distinction between the two is the point of initiation for the assessment process.

We first distinguish between these two main types of Evaluation, and then mention some others.

It is an on-going process of evaluation at all stages of needs analysis or design or development or implementation of instructional system – learner's performance.

Formative evaluation is used primarily to improve teaching and student learning and

is done during the course development and implementation phases in order to modify and improve the program.

Formative evaluation

• facilitates course and content adaptation.
• identifies need for adjustments in the instructional plan.
• enables the instructor to improve the course and course materials as he/she proceeds
• gives feedback of learner’s performance

Formative evaluation is usually conducted by the instructor or instructional design team preferably with the help from the external evaluator.

When it is done?

Formative evaluations are done during the course development and implementation phases in order to modify/improve the program, instructional design, media, material to achieve better intended outcome.

Main stages of formative evaluation

• expert review to revise content and instructional strategies - interview with regard to sequencing, instructional strategies and tactics

• one-to-one observations to revise individulaized instruction - ask small group (2-5) of students to work with drafts of instructional materials; consider use of pre- and posttests.

• pilot study to revise group instructions - select a moderate number of learners (8-20) from the target population to work with instructional materials in prototype format; use in a ddition to the pre- and posttest, an attitude questionnaire asking about quality of materials, relevance of information, interest level; make defriefing interviews with learners and instructors

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Summative Evaluation is a method of judging the worth of a developmental outcome.

It assesses overall effectiveness of the finished product or course.

This type of evaluation searches for all effects and examines them against the assessed needs of the relevant consumer.

Basic levels of summative evaluation:

- reaction level: what is thought about the course?

- outcomes level: are learning objectives reached?

- performance level: is performance in out-door environment improved?

- organizational/societal level: is there a positive impact on the functioning of organization?

Summative evaluation serves consumers by providing them with independent assessments that compare the costs, merits, and worth of competing programs or courses. It may serve to enable administrators to decide whether the entire finished curriculum, course, program, firstly refined by formative evaluation, represents a sufficiently significant advance on the available alternatives to justify the expense of development.

• result of summative evaluation is used for developing a revision plan for the course
• results of summative evaluation can be used as a baseline of information for designing a new plan, program, or course
• results of summative evaluation serve to provide the public and decision makers with information to determine a program's worth or merit.

Summative evaluation is normally performed by an external professional evaluator in order to enhance objectivity.

Summative evaluation is mostly initiated/conducted from a higher decision-making level and/or external evaluators.

When it is done?

It is normally conducted in an academic situation at the end of a course or predetermined period for the purpose of assessing performance. This is in contrast to formative evaluations which are done during the course development and implementation phases in order to modify and improve the program.

Main steps of summative evaluation

• develop research design – pre-and posttests with or without control-group

• develop measurement instruments – criterion-referenced tests, performance tests, case studies, attitude questionnaires, interview schedules, observation checklists etc
• instruct all persons involved in the summative evaluation
• analyze data including cost-benefit analysis and predictions
• report to management

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OTHER TYPES OF EVALUATION

• Intrinsic evaluation - assesses goal, structure, methodology, qualifications and attitudes of staff, public credibility and past record. This type can contribute to formative or summative evaluation.
• Payoff evaluation is concerned with effects of the nature of the program, textbooks, theory etc on learners. These effects can me measured by test, improvement of job performance, state of health etc. This type can contribute to formative or summative evaluation.

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