Presented TO Dr. M.

Iqbal
Presented by MAJ NAZIR HUSSAIN SHAH
Roll No.20 M.Phil Education 1
st
semester
(MINHAJ UNIVERSITY LAHORE)
Definition of Evaluation
Evaluation may be defined as
The systematic collection and interpretation of
evidence, leading to a judgment of value
intended to produce action.
(Worthen and Sanders.1996)


FORMAYTIVE AND SUMMATIVE EVALUATION:
INSTRUCTIONAL PROGRMMES

FORMATIVE EVALUATION/ PROCESS EVALUATION
Formative evaluation is concerned with
judgments made during the design and or
development of a programme which are
directed towards modifying , forming or
otherwise improving the programme before it is
completed. I t is used to monitor learning
progress during instruction and to provide
continuous feedback to both pupil and teacher
concerning learning successes and failures.

MAJOR CHARACTERISTICS of Formative Evaluation.
1. Formative evaluation is done during an instructional programme.
2.The instructional programme should aim at the attainment of certain
objectives during the implementation of the programme also.
3. It is done to monitor learning and modifying the programme if needed
before its completion.
4. It is for current students .
5. Relatively focuses on molecular analysis.
6. Interested in broader experiences of the programme users.
7. Design is exploratory and flexible.
8. Tends to ignore the local effects of particular programme.
9. Seeks to identify influential variables .
10. It requires analysis of instructional material for mapping the
hierarchal structure of the learning task and actual teaching of the
course for a certain period.




Summative Evaluation

Summative evaluation describes judgments about the merits of
already completed programme, procedure or product.
Summative evaluation typically comes at the end of a course (or
unit) of instruction. It is designed to determine the extent to
which the instructional objectives have been achieved and is
used primarily for assigning course grades or certifying pupil
mastery of the intended learning outcomes. Summative
evaluation is conducted at the end of instructional segments
determine if learning is sufficiently complete to warrant
moving the learner to the next segment of instruction. A
summative evaluation can provide evidence that the programme
is satisfactory and should be continued for next year student
learning and learning attitudes are so negative that a new
programme is needed. This evaluation is done at the conclusion
of instruction and measures the extent to which students have
attained the desired outcomes.

MAJOR CHARACTERISTICS
of Summative evaluation



Summative evaluation is done at the end or completion of a particular
instructional programme whose duration may vary from a semester to
whole year. There should be some instruction programmed before
summative evaluation;
Evaluation should check whether there has been learning or not. If the
answer is yes, then what is the quantity and quality of the learning in
relation to pre-determined objective?
Instructional programme should for the attainment of some objectives.
Learning Provides feedback to the classroom teacher for the success or
failure of the programme or and of the student.
The summative Evaluation lends to the use of well-defined evaluation
design, focuses on analysis, provides descriptive analysis and tends o stress
local effects. the evaluation is unobtrusive and non-reactive as far as
possible, concerned with broad range of issues and instruments are reliable
and valid.



Needs Priority Objective
Identifications Setting Settings


Specifications of Learners



Design and Development of
Training (Curriculum methods and media)



Delivery of Training



Reinforcement
of Learning

Fig,3.1 The Training Cycle (Linear Version)
The Training Cycle

In Figure 3.1 the elements of diagnosing the learning
need, designing and then delivering the training , and
providing follow-up reinforcement have been broken
down into a number of discrete stages. As it stands
however, the model is linear rather than cyclical. The
training has been put together in a more effective way,
but there is no way of knowing whether or not the
training itself is having any effect. The loop is closed by
the feedback element of evaluation the range of
techniques that asks three important questions:
Has this training done what was intended?
Was what was achieved worth the effort?
Is there a better way of doing it?

Needs Priority Objective
Identifications Setting Settings


Specifications of Learners



Design and Development of
Training (Curriculum methods and media)


Delivery of Training



Reinforcement
Evaluation of Learning

Fig,3.2 The Training Cycle (with evaluation feedback)
Figure 3.2 shows the loop completed by the
element of evaluation. In an ideal world,
evaluation would not be necessary because
all training would be perfectly designed,
skillfully implemented and thoroughly rein-
forced in the workplace. Even in the real
world, much can be done to minimize the
need for evaluation, through properly
considered training design. However, this
covers the fundamentals of effective
design, drawing upon the experiences of
evaluation research and consultancy.

DIAGNOSTIC EVALUATION

Diagnostic evaluation is a highly specialized procedure. It is
concerned with the persistent or recurring learning difficulties that are
left unresolved by the standard corrective prescriptions of formative
evaluation. If pupil continues to experience failure in reading
mathematics or other subjects despite the use of prescribed alternate
methods of instruction.
You cannot have cost-effective training without accurate diagnosis of
needs, which means going out into the workplace to discover just
what it is that people need to learn on order to workplace to discover
just what it Jobs. Diagnosis starts from such questions as, what are
people doing (or not doing) that needs, to be changed?, or, What
would you, the manager, like to see people doing differently after they
have been trained? the emphasis must be on the observed behavior
that needs to be changed, or introduced. It is never a diagnostic
response to say, what this person needs is a course on..., or, this
person has a bad attitude to.


Evaluation within the training Cycle
In figure 3.4, I showed how the training cycle is completed
only when evaluation is included. The first point to note is
that the value of what you find out by using evaluation is very
dependent upon two factors in particular .
1.well-designed training objectives.
2.use of an appropriate evaluation technique.
If the learning objectives were fuzzy, so will be your
evaluation findings. When people return from a training event
saying like , Great event ,Really enjoyed it , Feel I learned a
lot, then the warning bells should ring.
Clear objectives produce specific outcomes,
What I can now do differently is----


Techniques of Evaluation
Response sheets
Questionnaire
Interviews
Committees and Panels
Critical Incident Review
Repertory Grid
Action Plan Review
Written Test
Practical Test
Behaviour Observation
Cost benefit Analysis
Timing of Training Assessment
Standardization of term is still limited ,but the
following distinctions are common
1 time ongoing (as opposed to ex- post ) evaluation is
while an activity is still continuing .
2-Monitoring as data-collection and reporting occur
during the operation but serve both ongoing and ex post work;
data is also collected before and after the operation.
3-Roles the rational for formative, evolution is to improve a
programmed which will continue ,
Summative evaluation considers total effect an weather
programmed should have been undertaken or
Be continued
Evaluation may be internal that is done with in a
programmed , or external

WHY HAPPY SHEETS DON,T ASSESS TRAINING
ADEQUATELY
The happy sheet has major limitations. The most significant are as under:
1- It does not measure learning at most it gives an indication of whether
or not trainees think that they have learnt something , this self
perception of learning is often very unreliable .
2- It provides no information on whether or not learning will transfer into
the workplace what trainees say they will do on happy sheets and what
actually happens may diverge widely
3- It does not reliably assess the effectiveness of training methods , nor
that of the trainers themselves, trainees can rarely make useful
judgments about the appropriateness of the raining methods , and
judgments about trainer performance or far too easily swayed by
personal feelings (positive or negative ) that do not determine the
amount of learning achieved