Formative and summative evaluation

INTRODUCTION
 The realization of educational goals and objectives in the
educative process is based on the accuracy of the
judgments and influences made by decision makers at every
stage.
 Measurement and evaluation are being in all educational
situations
 Students achievement is influenced by the evaluation
practices used by the teacher in the class room.
3

 Evaluation consists of empirical observations.
 The evaluator follows a formalized procedure so that any other
observer can confirm or replicate the evaluation.
 “From the stand point of classroom evaluation, evaluation is
the systemic process of collecting; analyzing and interpreting
information to determine the extent to which pupils are
achieving instructional objectives” (answer the question “How
Good?”)
4

MEASUREMENT
 It is defined as a procedure for assigning numbers to a
specified attribute in such a way that the numbers
indicate the degree to which the person possess this
attribute.
(Nitko, 1996)
6

EVALUATION
 It is an act or dynamic process that allows one to make
a judgment about the desirability or value of a
measure.
7

FORMATIVE EVALUATION
 It is converted with the judgments
made during the design and or
development of a program which is
directed towards modifying,
forming or otherwise improving the
program before it is completed.
8

SUMMATIVE EVALUATION
 Term summative refers to assigning a grade for
students achievement at the end of a term, course or
instructional program.
9

INTERNAL EVALUATION
 Credit obtained by the student for a term work
in a subject in his or her school.
 It is continuous, periodic and internal.
10

EXTERNAL EVALUATION
 An examination or assessment is organized and
conducted by an external agency, other than the
college.
11

EVALUATION
 Evaluation is essential and never ending process, vicious
cycle of formulating goals, measuring the progress towards
them and determining the new goals which emerge as a
result of new warming.
 The process of determining to what extent the education
objectives are being realized. This highlights the relationship
between educational objectives and evaluation.
12

PURPOSES OF EVALUATION
 It is essential for sound educational decision-making.
 To attain educational goals and to ascertain the extent
to which these goals have been realized.
 Placement of students which involves bringing
students appropriately in the learning sequence and
classification or streaming of students according to
ability or subjects.
13

PURPOSES CONTD..
 To identify problems and shortcomings to diagnose learning
deficits, defects in the curriculum and so on.
 To make the decisions to assign grades to determine merits,
offering promotions or tenure.
 Certification helps to certify that a student has achieved a
particular level of performance.
 Makes teaching learning adequate.
 It appraises the status and changes in pupil behavior
14

CONTD..
 To estimate the quality of teaching learning techniques,
instructional media etc.
 Stimulates learning
 Helps to bring out the attitudes, habits, appreciation,
understanding, manipulative skills etc.
 For selecting students for employment
 Modification of teaching methods 15

CONTD..
 Modification of curriculum
 To judge cost effectiveness to determine whether the
program is self supporting
16

PRINCIPLES
1. To enable the students to realize their potential as human
beings
2. Determining and clarifying what to be evaluated
3. Evaluation is a means to an end but never an end itself
4. Involves teacher judgment
5. Validity and reliability are the most important concern
18

PRINCIPLES CONTD..
6. Evaluation is comprehensive and concerned with the
cognitive, psychomotor and affective domains.
7. There must be awareness of both limitation and strength.
8. Gives a picture about the students.
9. There must be consideration of individual differences
19

GUIDING PRINCIPLES
 Five guiding principles provide a framework to assist
teachers in planning for student evaluation
20

SHOULD BE PLANNED, CONTINUOUS ACTIVITY
SHOULD BE GUIDED BY INTENDED LEARNING
OUTCOMES
SHOULD BE COMMUNICATED IN ADVANCE
SHOULD BE FAIR AND EQUITABLE
SHOULD PROVIDE POSITIVE FEEDBACK AND
ENCOURAGE STUDENTS
EVALUATION
21

SCOPE OF EVALUATION
 Value judgment
 Ascertaining to which the educational objectives have
been attained.
 Effectiveness of appraisal or methods of instruction
 Identifies pupil’s strengths and weakness difficulties
and problems
 Provides baseline for guidance and counseling.
 Development of attitude, interest, capabilities,
creativity, knowledge and skills.
22

CONTD..
 Development of tools and techniques
 Helpful to improve the curriculum program
 Interpretation of results
 Placements and promotion in jobs
23

SCOPE
EVALUATION
AND TEACHER
EVALUATION AND
ADMINISTRATOR
EVALUATION
AND PARENTS
EVALUATION
AND STUDENTS
26

EVALUATION AND TEACHER
 Helps the teacher to adopt a student centered approach
 Provides the teacher adequate knowledge concerning the
students ability for learning and what he knows
 Helps teacher to organize appropriate learning activities for the
students
 Assists the teacher to improve his classroom procedures and
methods of teaching- learning 27

EVALUATION AND STUDENTS
 Make students aware about the objectives of the program
 Increase motivation by informing about their performance and
facilitates learning
 Encourages students to develop good study habits
 Increases the abilities and skills of students by giving them
constant feedback about their strengths and weaknesses.
28

EVALUATION AND ADMINISTRATOR
 Helps administrators to take appropriate decisions in planning
curricular and co-curricular program
 Enables the educational personnel to determine the
effectiveness of instruction and learning activities.
 Serves as a basis for summarizing and reporting the progress
of students and institutions.
29

EVALUATION AND PARENTS
 Systematic and continuous program of student’s evaluation
keeps the parents well-versed with the performance of their
children
 Helps them to take appropriate action for their improvement
30

1. Helps to modify curriculum or syllabus or courses
2. Motivate students towards better attainment for growth and
development
3. Diagnose the weakness and strength of the pupil
4. Improve instructional activities
5. Test the efficacy of the teacher and improves the learning
experience
6. To achieve the educational goal 32

BASED
ON
TIME
BASED
ON
PURPOSE
BASED
ON PERSON
WHO DO IT
34

1. FORMATIVE EVALUATION
2. SUMMATIVE EVALUATION
BASED
ON TIME
35

 It is concerned with judgments made during the design
and or development of a program which is directed
towards modifying, forming or otherwise improving the
program before it is completed.
 Used to monitor learning process during instructions
and to provide continuous feedback to both pupil and
the teacher concerning learning failures and
successes.
37

USES:
 Used to monitor learning process during instruction
 Provides feedback to students and teachers
 Detect learning difficulties
 Feedback to students reinforces learning and identifies
learning error
 Feedback to the teacher provides information for modifying
instruction
38

IT CAN BE IMPLIED THAT:
1. Formative evaluation is done during an instructional
program
2. Instructional program should aim at attainment of
certain objectives
3. Done to monitor learning
4. Used for current students
39

CONTD…
 Formative evaluation depends on specially prepared tests
for each segment of instruction like unit/chapters
 This is a type of evaluation designed to help both the student
and teacher to pin point the areas where the students has
failed to learn.
 Provides a feedback to the teacher and the student and thus
estimating teaching success e.g. weekly tests, terminal
examinations etc.
40

CHARACTERISTICS
OF
41

CHARACTERISTICS
 Design is exploratory and flexible
 Relatively focuses on molecular analysis
 Cause seeking
 Interested in broader experiences of program users
 Tends to ignore local effects of particular program
 Seeks to identify influential variables
 Requires analysis of instructional material for mapping the
hierarchal structure of the learning
42

CONTD..
 Enables learning activities to be adjusted in academic
progress made or lack of it
 Useful in guiding the students and promoting him to ask for
help
 Carried out frequently whenever the student/teacher feels it as
necessary
 Provides teacher with qualitative and quantitative data for
modification of his teaching
43

SUMMATIVE EVALUATION
 Describes judgments about the merits of an already
completed program, procedure or product.
 It typically comes at the end of a course of instruction.
 It is designed to determine the extent to which the
instructional objectives have been achieved.
 Used for assigning course grades or certifying pupil mastery
of the intended learning objectives 45

CONTD…
 Done at the end or compilation of a particular instructional
program
 It enables one to know whether the student is competent
enough for certification or not.
 Provides feedback to the teacher for the success or failure of
the program
 Used for certification
46

CONTD..
THE MAIN ELEMENTS OF SUMMATIVE EVALUATION
ARE:
1. There should be some instructional program before
summative evaluation
2. Done at the end or compilation of program
3. Checks whether there has been learning or not
4. Provides feedback to the classroom teacher for success or
failure of the program.
47

CHARACTERISTICS
OF
SUMMATIVE
EVALUATION
48

CHARACTERISTICS
1. Certifying evaluation is designed to develop competent
personnel from practicing
2. Leads to the use of well designed evaluation designs
3. Focuses on analysis
4. Tends to stress local effects
5. To place students in order of merit
6. Unobtrusive and non reactive as far as possible
7. Concerned with broad range of issues
8. Its instruments are reliable and valid
9. Carried out less frequently at the end of period of
instruction 49

Summative evaluation has its usefulness towards
convincing the consumer society of knowledge or skill
acquired by the student towards the competence
achieved
Used for promotion to the next grade and judgment of
high and low performers within a certain groups for
passing or failing in an examination
50

DIFFERENCE BETWEEN
FORMATIVE
AND
SUMMATIVE
EVALUATION
51

INTERNAL
AND
EXTERNAL
ASSESSMENT
53

INTERNAL EVALUATION
 It is continuous, periodic and internal.
 This means that assessment is done in relation to certain
abilities and skills in certain areas periodically and
continuously.
 This has to be planned at the time of curriculum
development, syllabus interpretation and clarifying the
objectives of learning.
54

DEFINITION
 Credit obtained by the student for a team work in a subject
in his/her school. It is continuous, periodic and internal
 The educational commission recommend internal
assessment should be built into the total educational
program and should be used for the improvement rather
than for certifying level of achievement.
55

NEED FOR INTERNAL ASSESSMENT
1. In education , it plays an important role.
 It has become an integral part of instructional program
 The total concept of education evaluation include not
only quantitative assessment but also qualitative one
and value judgment
 This cannot be done by any external body or board of
examination alone. Internal assessment can be helpful
here.
56

2. During the course of teaching learning process a
variety of educational decisions are taken
Without a regular and systematic internal assessment,
these decisions cannot be given effect to
3. Main emphasis is pupils progress in learning
4. It s not a substitute but a supplement for these
external examination 57

5. A long process of continuous observation testing and
recording can only be followed in internal assessment
6. It is believed that there is a place for oral tests, observational,
sociometric and self reporting techniques and other types of
testing in educational situation so internal assessment is must.
58

7. Unit tests functions as motivating factors for students
to study. Intermittently, a knowledge of the result also
motivates students.
8. Unit tests, by way of internal assessment also provide
a basis for feedback.
9. Diagnostic and remedial teaching are possible and
would be more scientific if there is internal
assessment.
59

11. This helps to evaluate a sphere of activity.
12. To provide the opportunity to the teacher to evaluate
his/her students
60

BASIC
PRINCIPLES
OF
INTERNAL ASSESSMENT
61

 Should be continuous and made by subject teacher
 Uses suitable evaluation and techniques
 Fix proportion of marks according to hours of instruction and
importance of subject to nursing
 Used as a feedback to improve teaching
 Students should know their internal assessment marks before
their final exams
62

PRINCIPLES CONTD..
 Results must be studied statistically
 Give opportunity to students to improve their internal
assessment grade by additional tests, assignments
63

PROCEDURE
FOR
INTERNAL
ASSESSMENT
64

Should be comprehensive, evaluating in
all aspects students growth
Should be kept separately
Teachers can change the attitude of
students favorable towards day to day
program
Should be objective, unbiased and based
on all records of unit test, practical tests
etc.
65

COMPONENTS
OF
INTERNAL
ASSESSMENT
66

SUBJECTIVE ASSESSMENT
PARAMETERS MARKS
Unit tests 25
Two term tests 25
Performance tests 10
Homework and class work 10
Term papers(2 per subject) 10
Assignments (10 in each subject) 20
TOTAL 100
The final minimum score in a subject should be 100.
A student must obtain a minimum score of 50 in order to gain
promotion to the next higher standard
67

ASSESSMENT OF CO CURRICULAR ACTIVITY
PARAMETERS MARKS
Library work 20
Sports and games (at least 2
activities)
20
Debates, elocution, drawing, music
etc.
20
Study circle (any one) 20
Visits (excursions, educational visits
etc.)
20
TOTAL 100
So the final maximum score in a subject be 100.
A student must obtain a minimum score of 50 in order to gain
promotion to the next higher standard.
68

ASSESSMENT OF PERSONALITY TRAITS
TRAITS (VERY MUCH) NOT AT ALL
Cooperation A B C D E
Initiativeness A B C D E
Honesty A B C D E
Leadership A B C D E
Followership A B C D E
Preseverence A B C D E
Confidence A B C D E
So, here the assessment in terms of scores is not possible. Various grades
may be assigned to different traits as suggested in the table
69

 Therefore with the help of this scheme, percentage
scores or grades may be determined and reported
separately.
 The minimum expected score or grade for promotion
to the next higher standard should be made known to
the pupils.
70

VALIDITY OF INTERNAL ASSESSMENT
 Since it is a powerful tool, but there is a likelihood of its
misuse.
 It becomes invalid if a teacher is biased, has prejudice
against a pupil, shows favoritism, or antagonism
towards a pupil.
 Tool is otherwise very good tool if the assessment is
made objectively and is free from bias.
71

ADVANTAGES
OF
INTERNAL
ASSESSMENT
72

 This is logical, psychological and scientific.
 Chance of developing proper study habits are more
 Students participation will be more in each activity
 It helps to break the nervousness among students
 Gives comprehensive picture of pupil’s progress
 Helps to diagnose strength and weakness of student
 Good device for motivating students
 Completely in accordance with the principle “The teacher who
teaches should assess”. 73

DISADVANTAGES
OF
INTERNAL
ASSESSMENT
74

1. It may be misused by the teacher.
2. It can cause harm if inexperienced or inefficient
teacher is dealing with
3. It will lose its validity if favoritism, personal
prejudices in assessment are there.
75

 An exam is an official test of knowledge.
 We have exams everywhere around the world. Young
and adults can have exams, however , some do not
agree that exams are important.
77

REGULATION OF EXAMINATIONS
1. ELIGIBILITY FOR APPEARING FOR THE
EXAMINATION:
80% of the attendance for theory and practical.
However, 100% attendance for practical before
the award of degree.
78

2. CLASSIFICATION OF RESULTS
50% pass in each of the theory and practical
separately
50-59% second division
60-74% first division
75% or above distinction
For declaring the rank, aggregate of 2 years
marks to be considered.
79

 If the candidate fails in either practical or theory paper,
he/she has to reappear for both the papers (theory
and practical).
 Maximum number of attempts per subject is three
inclusive of first attempt.
 The maximum period to complete the course
successfully should not exceed 4 years.
80

1. Minimum pass marks shall be 50% in each of the
theory and practical pages separately.
2. Candidate must have minimum of 80%
attendance(irrespective of the kind of absence) in
theory and practical in each subject for appearing for
examination
3. Candidate must have 100% attendance in each of the
practical areas before award of degree
4. Candidate has to pass in theory and practical exam
separately
82

5. She/ he has to reappear for both if they get failed in
either theory or practical.
6. All practical examinations must be held in the
respective clinical areas.
7. One internal and external examiners should jointly
conduct practical examination for each student.
8. An examiner should be M.Sc.(N) in concerned subject
and have minimum of 3 years post graduate teaching
experience. 83

ADVANTAGES
OF
EXTERNAL ASSESSMENT
84

Helps to evaluate own
performance and to make
improvement
Arises competition to gain more
scores than others
Develops confidence and helps
in attaining the schemes
offered in the institution 85

DISADVANTAGE
OF
EXTERNAL
ASSESSMENT
86

 For some people, exams make them stressed. This is
because there is too much pressure of their parents
and teachers.
87

Formative and summative evaluation

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