by Jawhrah Alqahtani, Emily Burritt, Christina Otswald & Stephanie Randazzo
Summative Evaluation:
Is the process of evaluating students’ achievements and progress at the end of the course.
Examples of Summative Evaluation:
1.Written Exams.
2.Final paper.
3. Final projects.
4. Presentations
Formative Evaluation:
Is an ongoing process of assessing students’ achievements while the course or program is in progress.
Example of Formative Evaluation:
1.Class discussion.
2. Questionnaires.
3. Journal.
4. Self-evaluation.
Is the process of evaluating students’ achievements and progress at the end of the course.
Examples of Summative Evaluation:
1.Written Exams.
2.Final paper.
3. Final projects.
4. Presentations
Formative Evaluation:
Is an ongoing process of assessing students’ achievements while the course or program is in progress.
Example of Formative Evaluation:
1.Class discussion.
2. Questionnaires.
3. Journal.
4. Self-evaluation.
Summative Evaluation
Focuses on the learning process of students. Graded. Performs at the end of the year or course. Provides formal evaluation for students’ achievements. Takes long-period to complete. Provides feedback for students and teacher at the end of the course to identify if the students have learned and met the stated goal or not. |
Formative Evaluation
Focuses on the outcomes of the learning process. Non-graded. Performs throughout the course or program. Provides informal assessment of students’ performances. Takes short time. Provides feedback for both teachers and students throughout the course to improve students’ metacognitive awareness of how they learn and modify teaching methods. |
Formative Assessment
Academic Staff Perspectives of Formative Assessment in Nurse Education by Koh
In an interpretive phenomenological qualitative study by Koh; a convenience sample of twenty nurse educators were surveyed and interviewed to study the use of formative assessment in nursing education (Koh, L. C., 2010). The results of the study included several points. First of all, faculty must be cohesive in their beliefs toward formative assessment as well as individual teachers must feel that their methods of evaluation are congruent with that of the program or they will not apply the agreed upon formative assessment. Secondly, feedback is fundamental to formative evaluation and can be from student to teacher, teacher to student or peer to peer. Some teachers use the formative assessment process as part of the summative evaluation. Many teachers disagree on the point in time when formative evaluation should take place such as an ongoing process, midpoint, and whether methods should be formal or informal. Teacher’s use the information gathered for multiple reasons including decision making on providing more help to certain students, or changing teaching tactics. Another important point is that faculty should be cognizant that formative evaluation should align with both summative assessment and learning outcomes. Overall, the use of formative assessment should be a valued component of the curriculum development process.
In an interpretive phenomenological qualitative study by Koh; a convenience sample of twenty nurse educators were surveyed and interviewed to study the use of formative assessment in nursing education (Koh, L. C., 2010). The results of the study included several points. First of all, faculty must be cohesive in their beliefs toward formative assessment as well as individual teachers must feel that their methods of evaluation are congruent with that of the program or they will not apply the agreed upon formative assessment. Secondly, feedback is fundamental to formative evaluation and can be from student to teacher, teacher to student or peer to peer. Some teachers use the formative assessment process as part of the summative evaluation. Many teachers disagree on the point in time when formative evaluation should take place such as an ongoing process, midpoint, and whether methods should be formal or informal. Teacher’s use the information gathered for multiple reasons including decision making on providing more help to certain students, or changing teaching tactics. Another important point is that faculty should be cognizant that formative evaluation should align with both summative assessment and learning outcomes. Overall, the use of formative assessment should be a valued component of the curriculum development process.
Summative Assessment
Innovative Strategies for Nursing Education Program Evaluation by Story, Butts, Bishop, Green, Johnson, & Mattison
Summative evaluation is discussed in this article with regards to ways that one institution in the Southern United States collected information for summative evaluation of their nursing program. Summative evaluation serves a wide variety of purposes from evaluation of the overall quality of a program and determining whether the program met the mission, goals, objectives, and outcomes of the program, to collecting data that can be useful for curriculum funding and change if necessary (Story, Butts, Bishop, Green, Johnson, & Mattison, 2010). New and innovative ways to collect data that can be used for summative evaluation are discussed in this article as previous methods such as mailing out surveys were found to be no longer effective. New techniques for summative evaluation that this university implemented included online alumni surveys via the use of email and social media. Summative evaluation was also obtained in the clinical setting in the form of a questionnaire to preceptors of capstone students addressing whether or not the students presented as ready to transition to the RN role. This survey aspect allows programs to evaluate specific areas that may need improved education in order to better prepare students for the transition into the clinical setting. Overall, the article discusses the important of summative evaluation to a nursing program along with the need for redesigned and innovative evaluation strategies in order to promote the highest response rate possible.
Summative evaluation is discussed in this article with regards to ways that one institution in the Southern United States collected information for summative evaluation of their nursing program. Summative evaluation serves a wide variety of purposes from evaluation of the overall quality of a program and determining whether the program met the mission, goals, objectives, and outcomes of the program, to collecting data that can be useful for curriculum funding and change if necessary (Story, Butts, Bishop, Green, Johnson, & Mattison, 2010). New and innovative ways to collect data that can be used for summative evaluation are discussed in this article as previous methods such as mailing out surveys were found to be no longer effective. New techniques for summative evaluation that this university implemented included online alumni surveys via the use of email and social media. Summative evaluation was also obtained in the clinical setting in the form of a questionnaire to preceptors of capstone students addressing whether or not the students presented as ready to transition to the RN role. This survey aspect allows programs to evaluate specific areas that may need improved education in order to better prepare students for the transition into the clinical setting. Overall, the article discusses the important of summative evaluation to a nursing program along with the need for redesigned and innovative evaluation strategies in order to promote the highest response rate possible.
Links
http://www.slideshare.net/jcheek2008/formative-assessment-vs-summative-assessment
https://www.youtube.com/watch?v=mjmM1iN-m-E
https://www.youtube.com/watch?v=mjmM1iN-m-E