Summative Evaluation

The action evaluation process at a mediation agency in Dayton, Ohio, that offers the services of trained volunteers is described. Action evaluation is an integrated research and intervention methodology for helping to define, promote, and assess success in an endeavor, while using evaluation as a bridge between research and practice in ways that promote greater quality in both. The action evaluation process includes: (1) a baseline stage that incorporates a systematic process for cooperative goal setting, team-building and participatory decision making; (2) a formative stage in which participants refine their goals and begin working toward them; and (3) a summative stage in which participants take stock of their progress using their evolved goals to establish criteria for retrospective assessment. How these stages evolved at the Dayton Mediation Center is described. The experiences of the Center show that action evaluation is more than an effective process of goal articulation and d...

Background: Hundreds of evaluators visit the Claremont Colleges in southern California each year to discuss a wide range of topics related to improving the quality of evaluation practice. Debates between thought leaders in the field have been one of the most popular and informative ways to advance understanding about how best to practice evaluation in contemporary times.  Purpose: The purpose of this article is to provide a written transcript of the 2009 Claremont Evaluation Debates. The first debate is between Michael Quinn Patton and Michael Scriven on the promise and pitfalls of utilization-focused evaluation. The second debate is between David Fetterman, Michael Quinn Patton, and Michael Scriven on the promise and pitfalls of empowerment evaluation. Setting: The debates occurred at the Claremont Graduate University on August 23-24, 2009. Several hundred evaluators from around the world also viewed and participated in the debates via a live webcast. Intervention: Not applicable. ...

Essays, opinions, and professional judgments are welcome in this section of EP.Forum articles speak to and about the philosophical and ethical dilemmas of our profession. Authors are invited to express their views to encourage constructive dialogue centered on issues. To keep the dialogue substantive, other articles motivated by previousForum presentations should have independent titles and themes. Items labeled "Comments on ... " and "Rejoinder to ... " will not be pubished inForum — such responses are welcome and encouraged in theIn Response section of EP. Standard citations and reference lists should acknowledge and identify earlier contributions and viewpoints. Manuscripts should not exceed 10 double-spaced typewritten pages in length.

Peer assessment (PA) provides opportunities for authentic assessment, autonomy and collaboration. Several authors advocate that students can benefit from PA and put forward the effects of PA on the students' learning outcomes. Questions concerning the validity and reliability of PA and PA competences are also addressed by different researchers. This qualitative study is part of a wider project that seeks to develop and test evaluation and assessment strategies in online contexts. In a doctoral module, PA was used for summative and formative purposes. Formative PA aimed to give feedback about the ongoing group work, but also to increase online interaction between the different groups of students. The main module task was to write a literature review, about a selected topic, using a wiki. Criteria and indicators to assess the literature review were negotiated with the students. Different criteria were used to assess the quality of PA, such as, the use of the negotiated criteria, the adequacy of the chosen vocabulary or the provision of constructive feedback. The results show that overall the quality of PA can be improved. Groups did not provide sufficient criticism, questions and suggestions for improvement.

This paper asserts the importance of e-assessment. It further suggests that assessment questions and tasks will change substantially as the art of e-assessment progresses. The paper then exemplifies sophisticated e-assessment tasks, and seeks to identify aspects of a definition of them.

It has become axiomatic that assessment impacts powerfully on student learning, but there is a surprising dearth of research on how. This study explored the mechanism of impact of summative assessment on the process of learning of theory in higher education. Individual, in-depth interviews were conducted with medical students and analyzed qualitatively. The impact of assessment on learning was mediated through various determinants of action. Respondents' learning behaviour was influenced by: appraising the impact of assessment; appraising their learning response; their perceptions of agency; and contextual factors. This study adds to scant extant evidence and proposes a mechanism to explain this impact. It should help enhance the use of assessment as a tool to augment learning.

Early childhood professionals in New Zealand are accustomed to hearing praise for Te Whariki , the early childhood curriculum (Ministry of Education, 1996). Praise for the innovative approach of Te Whariki has come from teachers and academics, nationally and internationally (for example,

This handbook, which is intended for workplace literacy practitioners and trainers, examines how to develop and evaluate workplace literacy. Discussed in chapter 1 are the following: current practices in workplace literacy programs, literacy demands on workers and ways of addressing them through workplace education programs, and the importance of long-term education and custom-designed instruction. Chapter 2 details the following steps in the process of planning a workplace literacy program: establishing a planning group, analyzing the need for education, locating funding sources, and gaining management and employee support. Examined in chapter 3 is the process of conducting a literacy task analysis and using the findings to design curriculum materials relevant to learners' jobs. Suggestions are provided for customizing a curriculum and supplementing it with suitable off-the-shelf materials and job aids and for recruiting learners to a workplace literacy program. In chapter 4, the process of evaluating a workplace literacy program from the perspectives of formative and summative evaluations is xplained. Contains a 10-item annotated bibliography of further resources and a 36-item reference list,are included. Appended are 46 .overhead transparency masters that provide a broad outline summary of each chapter.

Patton continues the debate by identifying three arenas of evaluation practice in which the formative/summative dichotomy appears limited: knowledge-generating evaluations aimed at conceptual rather than instrumental use; developmental evaluation; and use of evaluation processes to support interventions or empower participants. In so doing, the essence of "evaluation" is more broadly defined, and the impact of harsh criticism on the listener is demonstrated through personal example.

The purpose of this study was to provide empirical evidence to support the validity of the Community of Inquiry (CoI) model survey. The participants for this study were undergraduate and graduate students (n = 1173) enrolled in fully online (57%) and blended online courses (43%) offered through WebCT during the spring 2008 semester at a mid-sized western university. One half of the student responses were randomly selected for exploratory factor analysis while the remaining half was subjected to confirmatory factor analysis. Results from the exploratory analysis identified a three factor model which was tested through confirmatory factor analysis and found to be an acceptable fit to the predicted population model. Results from this study suggest that the CoI survey holds promise as a useful evaluation tool for providing formative and summative feedback about the effectiveness of online courses and programs. Published by Elsevier Inc.

Assessment has become an important topic of debate and even reform in many Western countries. It is equally important in other regions of the world, although less subject to reform. Yet discussions of assessment across cultural boundaries are not frequent and in a globalizing world this can be problematic. The purposes of this article, therefore, are to review concepts such as 'formative' and 'summative' assessment and how they have developed over time. A focus of this review will be to identify the implications of different kinds of assessment for student learning, especially in relation to the cultural contexts in which they take place. The article will argue that different forms of assessment can be directed towards different learning purposes, especially where cultural pressures dictate certain kinds of assessment practices. Valorizing one form of assessment over another may well be counterproductive in particular cultural contexts.

Focusing on' Massachusetts as a case study, this research relates 19th century schooling patterns to social change. Indices of social change included schooling differences in rural and .urban areas, industrial and economic developmenteoschool comiunity relationship, and family life. The document contains 10 chapters; each chapter'is based on,Moth statistical and literary sources. Chapter I introduces the research, diScusses the-revisionist nature of\recent educational history, and explaini why Massachusetts, was selected as a case study. Chapter /I Characteritet coison schooling and\enr011ment_lels prior to 1840. Chapter III examines schciol, attendance' trends from 1840=80. Chapter IV'assesses rural urban schooling differences. Chapter V discissea the politics of educational reform in mid-nineteen th century Mattachusetti..Chapter VI examines relationships among parents, students, and the schools. Chapter. VII considers pressureb which encouraged students to leave school and work in the factories. Chapters VIII and IX piesent case studies of, a typic41.rural school syStem (Boxford) and anqurban school, siStea 1Lynn). The final chapter-summarizes research findings. General conclusions are that educational-development was strongly related to demographic.and economic trends;' organized differently in rural andurban areas; and responsible for constantly increasing rbleS in childrens4 lives.

Background and Purpose Medical schools are placing more emphasis on students' personal and professional development (PPD) and are seeking ways of assessing student progress towards meeting outcome goals in relation to professionalism. The Faculty of Medicine at the University of Sydney sought an assessment method that would demonstrate the value of reflection in attaining PPD, provide feedback and encourage students to take responsibility for setting and achieving high standards of performance.

he causal wars are still raging, 1 and the amount of collateral damage is increasing. 2 Are the benefits from this heated debate also increasing? Is the net balance over time positive or negative? It may be useful to attempt a summary of the major points of the present situation in this campaign, although it must be considered as coming from an "embedded" correspondent rather than a neutral observer.

Kenya strives to achieve Education for All (EFA) in order to contribute to various developmental endeavours. Like any country she has national goals of education that reflect the prevailing needs for which the offered education should aim at addressing. Through evaluation a nation is informed on the performance of the education system and its outputs. Given this critical role the evaluation system should be accurate, credible, and realistic in providing data to advise the stakeholders on the quality, efficiency, effectiveness, competency and reliability of both the system and products. Kenyan education has since colonial period relied on summative evaluation as the standard measure for judging and awarding grades and certificates to its products. Bearing in mind that Kenyan society attaches a lot of value to grades and certificates the two are determining factors for quality products. They predetermine the academic and profession destiny of the products. Notwithstanding this approach the summative evaluation system in Kenya has high potential of anomalies regarded as examination irregularities. Due to this many stakeholders are left wondering and questioning how much confidence should continue to be entrusted in the system. Many questions arise such as what could be the alternative strategies for gauging the product’s performance in the event of lack of confidence in the summative evaluation? Which best approaches can gauge learning achievements in a schooling system? The paper hopes to address the two questions by conceptualizing the meaning of Education and evaluation, analyzing its function, criterion, and standards upon which evaluation is judged. Keywords: Education, Summative Evaluation, Quality Product, Dilemma

Traditionally, examiners' reports on theses at the doctoral and Master's level consist of two components: firstly, summative assessment where a judgement is made about whether the thesis has met the standards established by the discipline for the award of the degree, and, secondly, the developmental and formative component, where examiners provide feedback to assist the candidate to revise the thesis. Given this dual task of providing assessment and feedback, this paper presents the findings of a small-scale empirical study that aimed to gain insights into the connection or potential disjunction between feedback and assessment in six examiners' reports. The main aim of this study was to identify the nature of examiners' reports on Master's and doctoral theses: is it primarily assessment or feedback? Our study suggests the crucial role of feedback in postgraduate thesis examination practice. Without feedback, there is little impetus for the candidate to progress, to close the gap between current and desired performance, and to attain the level needed to become a member of the scholarly community. The study concludes with the implications that a stronger focus on feedback might have for all stakeholders involved in the thesis examination process.

It has been argued that evaluation in physical planning is a complex but necessary exercise . This is because, the promotion of an evaluation exercise that is focused on the planning products or processes should carefully consider all the difficulties of this task, taken as a whole or approached through its different parts -the articulation between the type of evaluation and the products or processes under appraisal; the definitions of the evaluation questions, criteria and indicators; the definition of the data sources; the presentation of evaluation results; and the recommendations for the use of these results.

Findings are presented from a large two-phase research study exploring (a) the identification and (b) programming for mathematically gifted students with learning difficulties (MG/LDs) in Jordan. The second phase of the research, which is the focus of the current article, investigates the effects of two programs of instructional practices on the achievement of two groups of MG/LDs. Thirty students were diagnosed as MG/LD students from three public primary schools in Amman, Jordan, and were divided equally into two different treatment groups. The first group received only regular mathematics teaching, whereas the second group received a program of teaching that combined both multisensory and enrichment approaches. The two programs were evaluated formatively as well as summatively. Although both treatment groups showed gradual progress with regard to their classroom participation, the mean participation of the multisensory group in the last observed lesson was 1.70 times the mean of the traditional group.

Durante enero de 2017, en el Museo Nacional de Arqueología Subacuática. ARQUA de Cartagena se llevó a cabo una investigación sobre sus visitantes.
La observación, técnica utilizada en campo museológico desde hace mas de un siglo, ha sido elegida como herramienta para realizar una evaluación sumativa. Dicha observación ha sido complementada con un cuestionario con vistas à recoger los datos sociodemográficos, las expectativas de la visita y las evaluaciones posteriores de los visitantes.
Los datos obtenidos, comparados con los indicadores de otros museos intemacionales, han llevado a la realización de un cuadro general, útil para comprender cómo y en qué medida el ARQUA dialoga con su público y activa los procesos de atracción necesarios en el camino hacia su conocimiento.

Starting in 2004, a medical school gross anatomy course faced with a 30% cut in hours went through an extensive redesign, which transformed a traditional dissection course into a course with a clinical focus, learning societies, and extensive on-line learning support. Built into the redesign process was an extensive and ongoing assessment process, which included student focus groups, faculty development, surveys, and examinations. These assessments were used formatively, to enhance the course from year to year, and summatively, to determine how well the course was meeting the new learning objectives. The assessments from focus groups and faculty development prompted changes in support structures provided to students and the training and preparation of faculty. Survey results showed that, after student satisfaction declined the first year, satisfaction increased steadily through the fourth iteration as the course gained acceptance by students and faculty alike. There was a corresponding increase in the performance of students on course examinations. An additional examination given to students one and a half and three years after their anatomy course ended demonstrated the redesigned course's long-term effectiveness for retaining anatomical knowledge and applying it to clinical cases. Compared to students who took the original course, students who took the shorter, more clinical course performed as well, or better, on each section of the examination. We attribute these positive results to the innovative course design and to the changes made based on our formative assessment program. Anat Sci Educ 3: 109-120, 2010.

We present a summative evaluation of an information program to prevent the HIV/AIDS implemented in Romania by a non-governmental organization between 2006 and 2009. The design and methodology of the program evaluation were done in respect of the second paradigm launched by Potter interpretive approaches. The evaluation methodology includes the document analysis, observation, interviews and focus groups with beneficiary and stakeholders . The indicators used were: relevance, effectiveness, efficiency, impact, sustainability and replicability. The evaluation results show that the project was well structured, with a well thought methodology and design, which led to achieving all the proposed objectives. With regard to the cost-efficiency of the programme, the recommendation is to replicate such programmes both at the national and at the international level.

Two program evaluations are described to demonstrate two very different methodologies and consumer orientations. The first, a patient satisfaction survey commissioned by a medical center, used surveys as part of a larger continuous multipurpose evaluation process, and the second, the ZooGardens ev,Aluation, was a one-time multimethod evaluation of a small interagency program. In the patient satisfaction survey quarterly reports were reviewed and administrators were interviewed to help develop the surveys. The ZooGardens evaluation, which was requested by the Birmingham (Alabama) Park and Recreation Board, used both quantitative and qualitative methods, drawing on interviews, surveys, observations, document analysis, and daily attendance records. The characteristics that seemed to increase the positive impact of both evaluations and defined them as real and practical include the following: (1) timeliness; (2) responsiveness to client perceived needs; (3) responsiveness to client focus; and (4) flexibility. In both of these evaluations working relationships with program managers have been excellent, a factor contributing to positive impact. Four tables summarize some evaluation findings. (Contains 6 references.) (SLD)

This paper uses research findings on program evaluations over the last 20 years to derive 10 "Golden Rules" that will help school districts increase student learning. Each of the rules is described and illustrated within the context of a five-part quality assurance and evaluation system of program screening, field-testing, adoption and implementation, summative evaluation, and confirmative evaluation. The rules are: (1) identify programs that are closely aligned with state and district standards; (2) identify programs that have some evidence of established validity; (3) field test all programs considered for district adoption at least 2 years before their full adoption; (4) make sure there is adequate teacher training and staff development for implementing all program components; (5) make program adoption decisions based primarily on field study results; (6) tailor the adopted program to fully comply with district requirements during the first year of implementation and purchase any needed supplemental instructional materials; (7) design an instructional verification system to accompany implementation and record the amount of instruction provided to each class, as well as each class' level of proficiency on the program outcome ; (8) review and analyze program cost, implementation, and effects data at least three times a year and develop intervention strategies to assist in problem areas; (9) produce a summative evaluation report each year; and (10) produce a confirmative evaluation report after 3 years of program implementation. (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.

Like all models, the new model is also based on a theoretical foundation; constructivism, which emphasis is placed on the learner or the student rather than the teacher or the instructor. Students learn by fitting new information together with what they already know. People learn best when they actively construct their own understanding. The new constructivist based model is composed of four processes; input, process, output, and feedback. In the first step of this model, input activities are designed. At the beginning, the needs of the students are planned by using needs assessment. Needs assessment is an important process in constructivist approach. After the identification of the needs of the students, the units are started to be planned. The topics are stated from easier to the difficult one. After the aims are stated, the objectives are written, by considering the conditions. The teacher uses his / own teaching methodology by considering the characteristics of the students. The selection and preparation of the media is determined after stating the aims and objectives. In the second stage, the process begins with pre-assessment. In other words, the units, which are planned in the previous stage, are assessed before getting started of the instruction. From the results of the pre-assessment, the instructor gets an idea about the students' readiness, and the level of prerequisite skills. After the teacher reorganized the lesson by taking into consideration of the results, he / she implement his lesson by considering all of the previously mentioned aspects. During the implementation process, the weaknesses, and the strength points are considered. In the third stage, the units are taught, and the questions of the students are answered. In this model, the teacher is not only teaching, but facilitating the lesson for his / her student. In order to understand whether the students learn the units or not, during the semester, the teacher gives quizzes. With the formative evaluation, in this constructivist based approach, summative evaluation is used. After all the evaluation process is done, as the fourth stage, the teacher gets the feedback of the students' knowledge on the lessons. In constructivist approach experiencing is important, so the teacher should create authentic environment in order to let the students to experience it. If something is practiced, then it means ithas a meaning for the learners. If the students doesn't practice the knowledge, or if that knowledge doesn't have a meaning for the students, it means the instructor, or the teacher should go at the beginning of the model, and does the same thing from the beginning to the end.

In recent years, interim assessments have become an increasingly popular tool in districts seeking to improve student learning and achievement. Philadelphia has been at the forefront of this change, implementing a set of Benchmark assessments aligned with its Core Curriculum district-wide in 2004. In this article, we examine the overall context for Benchmarks in Philadelphia, the expectations district leaders had for the use of those Benchmarks, the supports put in place to assist those in schools in meeting those expectations, and the challenges encountered in that implementation.

To God Almighty who makes all things possible. I wish to sincerely thank the following people: • My promoter, Dr Linda Cloete for her excellent academic guidance, constructive criticism and generous time. • Anna Retief for the quantitative data analysis. • Eunice Fourie for the design of the new loading page, logos, CD cover and other graphics for the DILP. • Helenique Groenewald for the administrative tasks of photocopying, marking and CD production. • Jeanette Bijl for the language editing of the thesis. • Janet Knott-Craig for the telephonic interviews.

Factors that influence choice between qualitatively different reinforcers (e.g., a food item or a break from work) are important to consider when arranging treatments for problem behavior. Previous findings indicate that children who engage in problem behavior maintained by escape from demands may choose a food item over the functional reinforcer during treatment (DeLeon, Neidert, Anders, & Rodriguez-Catter, 2001; Lalli et al., 1999). However, a number of variables may influence choice between concurrently available forms of reinforcement. An analogue for treatment situations in which positive reinforcement for compliance is in direct competition with negative reinforcement for problem behavior was used in the current study to evaluate several variables that may influence choice. Participants were 5 children who had been diagnosed with developmental disabilities and who engaged in problem behavior maintained by escape from demands. In the first phase, the effects of task preference and schedule of reinforcement on choice between a 30-s break and a high-preference food item were evaluated. The food item was preferred over the break, regardless of the preference level of the task or the reinforcement schedule, for all but 1 participant. In the second phase, the quality of the break was manipulated by combining escape with toys, attention, or both. Only 1 participant showed preference for the enriched break. In the third phase, choice of a medium- or low-preference food item versus the enriched break was evaluated. Three of 4 participants showed preference for the break over the less preferred food item. Results extend previous research by identifying some of the conditions under which individuals who engage in escape-maintained behavior will prefer a food reinforcer over the functional one.

The field of English for specific purposes (ESP), which addresses the communicative needs and practices of particular professional or occupational groups, has developed rapidly in the past forty years to become a major force in English language teaching and research. ESP draws its strength from an eclectic theoretical foundation and a commitment to research-based language education which seeks to reveal the constraints of social contexts on language use and the ways learners can gain control over these. In this chapter, I will briefly point to some of the major ideas and practices that currently influence ESP, focusing on needs analysis, ethnography, critical approaches, contrastive rhetoric, social constructionism, and discourse analysis. I then go on to look briefly at some of the effects ESP has had on language teaching and research, arguing that it has encouraged teachers to highlight communication rather than language, to adopt a research orientation to their work, to employ collaborative pedagogies, to be aware of discourse variation, and to consider the wider political implications of their role. Together these features of ESP practice emphazise a situated view of literacy and underline the applied nature of the field.

This paper describes the GenScope Assessment Project, a project that is exploring ways of using multimedia computers to teach complex science content, refining sociocultural views of assessment and motivation, and considering different ways of reconciling the differences between these newer views and prior behavioral and cognitive views. The project is refining a computer-supported introductory genetics curriculum and the associated formative and summative assessment practices. Researchers then manipulate motivational conditions in an effort to maximize participation in formative feedback. In the first of three planned annual implementations, four secondary school life-science teachers implemented a month-long curriculum. A within-teacher/between class design contrasted three different assessment conditions: grade-oriented, standards-oriented, and accountability-oriented. Self-report and observational assessments of learning, engagement, and motivation were collected in 16 implementation classrooms and 2 comparison classrooms. The implementation classrooms show significantly larger gains on the new transfer measures and comparable gains on the far transfer measures. In the 26 students whose participation in formative feedback was videotaped and analyzed, engagement was strongly related to learning gains. However, overall engagement in formative feedback was disappointingly modest, and there were no noteworthy effects of the motivational manipulation on learning or motivation. Further modifications to the curriculum and formative assessment practices are being undertaken in response to these findings. Four appendixes contain sample assessments and scoring rubrics. (Contains 5 figures and 50 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document.

Although educational experts recommend the use of formative assessment, there is a dearth of empirical studies on its impact on academic achievement. In this research the authors analyse to what extent participation and performance in formative assessment are associated with positive academic outcomes of pre-graduate students of health sciences. A total of 548 students from three health science degrees (Medicine, Psychology and Biology) from four Spanish universities were involved in this study. The students who carried out mid-term formative assessment got better marks and had higher success rates in final summative assessment that the students who did not participate. In addition, success in formative assessment tests was associated with better summative marks. Interestingly, participation in formative assessment was a better predictor of final outcome than success in formative assessment, a result that supports the key role of feedback in formative assessment. Students who took the mid-term examination, irrespective of their success, obtained feedback about their achievement and probably this determined their greater involvement in the learning process. Although causal relationships between formative and summative assessment cannot be established from this research, the generalized benefits of formative assessments found here encourage the practice of them in health sciences education.

An inquiry into the academic, developmental, and health related outcomes of the children enrolled in the universal prekindergarten program of Los Angeles County, California, based on direct assessments and interviews with parents and teachers

Executive Summary of the First 5 LA Universal Preschool Child Outcomes Study to c lifornia First 5 Commission to be one of nine counties to operate a special demonstration program, the Power of Preschool (PoP) Demonstration Proj Purpose and Research Questions n-depth information on LAUP center-based programs and the uring 2007-2008. Our data collection and analyses were lementation of LAUP and Power of Preschool (PoP) programs? ms develop from fall to spring? mes? 4

This study explores the effectiveness of an intervention involving formative assessment in a first‐year core business subject. Students were invited to receive feedback on a draft of their first written assessment during the early weeks of the semester. Consideration is given to the economic and ethical issues raised by the intervention. A multi‐method approach of qualitative and quantitative data collection

Selected aspects of 'the problem of obtaining unbiased program or ptoduct evaluation are discussed. An evaluator who is a member of the project staff will have difficulty producing An evaluation which 4s credible and .valid. Project monitors will also have a problem since,they'are often required to assume the-* * from the original document.

The performing arts studio is a highly complex learning setting, and assessing student outcomes relative to reliable and valid standards has presented challenges to this teaching and learning method. Building from the general international higher education literature, this article illustrates details, processes, and solutions, drawing on performance assessment and studio research literature in the field of one-to-one, or applied, music teaching. The nature of musical performance assessment will be explained as an emerging tool embedded in the pedagogical methodology research literature of the applied studio learning setting. Implications are explored and suggestions are made for other disciplines in regards to both summative and formative performance assessment strategies.