Designing and Conducting Summative Evaluations

 

Summative evaluation

the process of collecting data and information in order to make decisions about the acquisition or continued use of some instruction. (Dick & Carey, 2005, p. 339)

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Formative evaluation

the collection of data and information during the development of instruction that can be used to improve the effectiveness of instruction. (Dick & Carey, 2005, p. 277)

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Congruence Analysis

Analyzing the congruence among (1) an organization’s stated needs an goals an those addressed in candidate instruction; (2) an organization’s target learners entry skills and characteristics and those for which candidate materials are intended; and (3) an organizations resources and those required for obtaining and implanting candidate instruction. Conducted during the expert judgment phase of summative evaluation.

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Expert judgment evaluation

Judgments of the quality of instructional materials made by content experts, learners specialists, or design specialists.  The first phase of summative evaluation.

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Instructional Materials

include all forms of instructions such as instructor's guides, student modules, overhead tranparencies, videotapes, computer-based multimedia formats, and web pages for distance learning. (Dick & Carey, 2005, p. 7)

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Conceptual Framework Model – Designing and Conducting Summative Evaluations

 

                 According to the shared vision in the Conceptual Framework Model, the purpose of the College of Education is to provide coherence for initial and advanced programs of teachers and other professional.  Their focus is on the theme “Educator as Decision Maker,” who must be a reflective practitioner, a change agent, and a lifelong learner.  This means that educators must continually reflect on their practices and seek opportunities to grow professionally.  They must also take initiative to make changes by sharing their vision and practice with others to improve future change to create lifelong learners.  The framework reflects the mission and the goals of the university to help students develop intellectual abilities, to be creative and reflective, as they remain lifelong learners.

 

                The framework consists of four components.  The first component, which it the outer circle, represents the prior knowledge and skills that students bring with them as they begin their educational journey.  As students become actively engaged in learning new ideas and skills, they relate it to their prior knowledge to become teachers that are more effective.  These new ideas, practices and resources can help them implement changes to help them succeed in the classroom and provide them with new ways to interact with their students.  This prior knowledge serves as the foundation for learning at the university.

 

                The second component represents the setting or the place where the training of the educator will take place.  This component examines knowledge and ability, application through experience, and professional values and dispositions.  The candidate takes classes that train them to become professionals.  They become lifelong learners by working with others staff members. This means they are open to learn new ideas and learning skills that will keep them up to date with all the ever-changing learning opportunities in the world today.

 

The third component represents decision-making terms.  These terms include planning, predicting, implementing, reflecting, evaluating, and revising.  Students improve their knowledge and skills as they plan where they want to begin.  They select and implement their plans as they learn and become decision makers.  They become reflective practitioner as they continually evaluate their choices and others in the learning community.  This evaluation leads to change and revising the plans or start all over again.  The decision-making cycle represented by rotating arrows, that is continuous and promotes professional growth.

 

The fourth component represents the outcome context that and all the other components lead to one goal, the development of the educator.  The educator is and informed and responsible decision maker.   The decision-maker described as a reflective practitioner, a change agent, and a lifelong learner.  A reflective practitioner can be important in the professional setting where someone is learning from his or her own professional experiences. They also look for opportunities to grow professionally.  Learning takes place all the time and in all places. As lifelong learners, we continue to build knowledge throughout our life as an educator.  Learning takes place all the time and in all places