Summative Evaluation, Formative Evaluation, and Tactical Research

1994 ◽  
Vol 15 (3) ◽  
pp. 275-281
Author(s):  
C. S. Reichardt
Keyword(s):  
Formative Evaluation ◽  
Summative Evaluation ◽  
Evaluation Formative

A Study of the Effects of Teaching Avatars on Students' Learning of Surveying Mathematics

2016 ◽  
Vol 12 (2) ◽  
pp. 1-13
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Nicholas Dib
Keyword(s):  
Undergraduate Students ◽  
Formative Evaluation ◽  
Research Study ◽  
Higher Learning ◽  
Summative Evaluation ◽  
Learning Gains ◽  
Mathematical Competence ◽  
Evaluation Formative ◽  
Animated Characters ◽  
Math Concepts

The paper reports a research study aimed at investigating the appeal and pedagogical efficacy of animated teaching avatars. Specifically, the goal of the study was to determine whether animated characters could be effective and engaging teachers in the context of undergraduate surveying mathematics. The study included two forms of evaluation: formative and summative. Findings from the formative evaluation with forty-four undergraduate students show that three animated lectures delivered by a teaching avatar that speaks, gestures and points to a virtual board were perceived as engaging and useful for learning surveying mathematics concepts and procedures. Results of the summative evaluation with fifty-two undergraduate students show that watching the animated avatar lectures led to an increase in subjects' mathematical competence by 31%. The study also compared the animated avatar lectures to interactive 2D visualizations illustrating equivalent surveying math concepts. Findings show that watching the teaching avatar lectures led to significantly higher learning gains.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

2021 ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Cross Sectional Study ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Critical Patients

Abstract BackgroundFormative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies.Methods218 undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software.ResultsMost nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance.ConclusionThe best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

Social Media in Promoting HIV/AIDS Prevention Behaviour among Young People in Botswana

2014 ◽  
pp. 264-279
Author(s):  
Tshepo Batane
Keyword(s):  
Social Media ◽  
Young People ◽  
Formative Evaluation ◽  
Online Discussion ◽  
Aids Prevention ◽  
Discussion Forum ◽  
Summative Evaluation ◽  
Online Forum ◽  
Online Discussion Forum ◽  
Hiv Aids

This chapter explores the effects of social media in influencing the behavior of young people in relation to HIV/AIDS. The platform used for the project is an online discussion forum. The study is a One Group Pretest and Posttest inquiry. Formative evaluation is performed at the beginning of the study to establish participants behaviour, the intervention is introduced, then a summative evaluation is done to find out whether the intervention had any effect on the behaviour of the participants. The findings of the study indicate that there is a significant change in the behaviour of participants in relation to HIV/AIDS due to the use of the online forum. The study recommends that more efforts need to be directed to the use of various technologies that young people have at their disposal in the fight against HIV/AIDS as this can be very economical and effective.

CMS Portfolios for Learning and Evaluation

2011 ◽  
pp. 261-281
Author(s):  
Jon Lanestedt ◽  
Mona Stokke
Keyword(s):  
Higher Education ◽  
Formative Evaluation ◽  
Constructivist Theory ◽  
Summative Evaluation ◽  
Management Systems ◽  
Course Management Systems ◽  
Theoretical Rationale ◽  
Group Context ◽  
Final Exams ◽  
Portfolio Approach

In the chapter we discuss how higher education can support learning and evaluation by use of portfolios as an integrated functionality in course management systems (CMS). A theoretical rationale for a portfolio approach in support of deeper learning is provided by a brief outline of relevant aspects of constructivist theory of learning and its process-oriented focus on formative evaluation in a group context, as opposed to the traditional emphasis on summative evaluation in terms of final exams. The use of portfolios as a method to realize such a focus is explained, along with visualisations of an instantiation of the associated CMS functionality.

Formative Evaluation of an Evidence-Based Intervention to Reduce Long-Term Foster Care: Assessing Readiness for Summative Evaluation

2014 ◽  
Vol 8 (4) ◽  
pp. 354-374 ◽  
Author(s):  
Becci A. Akin ◽  
Mark F. Testa ◽  
Thomas P. McDonald ◽  
Heidi Melz ◽  
Karen A. Blase ◽  
...  
Keyword(s):  
Foster Care ◽  
Formative Evaluation ◽  
Summative Evaluation ◽  
Evidence Based

scholarly journals Pengembangan Video Sex Education Untuk Menstimulasi Kemampuan Sosial Emosional Anak Usia Dini

EFEKTOR ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 102
Author(s):  
Norma Diana Fitri
Keyword(s):  
Sex Education ◽  
Instructional Strategy ◽  
Formative Evaluation ◽  
Assessment Instrument ◽  
Instructional Materials ◽  
Summative Evaluation ◽  
Evaluation Of Instruction

Penelitian ini bertujuan untuk mengembangkan video sex education untuk menstimulasi kemampuan sosial dan emosional anak usia dini. Model pengembangan yang digunakan dalam penelitian ini adalah model Borg and Gall (2007) yang terdiri sepuluh langkah. (1) Asses Needs To Identity Goal, (2) Conduct Instructional Analysis, (3) Analyze Learners And Context, (4) Write Performance Objectives, (5) Develop Assessment Instrument, (6) Develop Instructional Strategy, (7) Develop And Select Instructional Materials  , (8) Design And Conduct Formative Evaluation Of Instruction, (9) Revise Instruction, (10) Design And Conduct Summative Evaluation. Desain uji coba produk dalam penelitian ini melalui tiga tahap yaitu (a) validasi ahli, (b) uji coba kelompok kecil, (c) uji coba kelompok besar. Hasil uji coba selanjutnya diuji dengan Uji t yaitu untuk mengetahui peningkatan kemampuan kemampuan sosial dan emosionalanak usia dini dari hasil belajar antara memakai media dengan tidak memakai media. Hasil penelitian menunjukkan bahwa video sex education dapat menstimulasi kemampuan sosial dan emosional anak. Dari hasil analisis data memperoleh memperoleh nilai signifikasi 0,000 < 0,005 maka H0 ditolak. Dengan demikian dapat dikatakan adanya perbedaan pada rata-rata perlakuan sebelum dan sesudah dan rata-rata skor perlakuan sebelum dan sesudah perlakuan pada proses pembelajaran sex education dengan menggunakan video yang telah dikembangkan.

Flexible Work Arrangements Program Implementation Evaluation

2021 ◽  
Vol 8 (5) ◽  
pp. 63-70
Author(s):  
Yongjin Sa
Keyword(s):  
Program Evaluation ◽  
Program Implementation ◽  
Formative Evaluation ◽  
Summative Evaluation ◽  
Flexible Work Arrangements ◽  
Evaluation Design ◽  
Flexible Work ◽  
Work Arrangements ◽  
Positive Effects ◽  
Implementation Evaluation

This research primarily focuses on construction of the program evaluation proposal for the flexible work arrangements. In order to make the program evaluation design, this paper specifically discusses evaluation questions and data collection analysis regarding three kinds of evaluations including needs assessment, implementation evaluation, formative evaluation, and summative evaluation. Furthermore, the expected positive effects and main functions of the flexible work arrangements program evaluation are also suggested. 

Evaluation and collaboration in creating online audio descriptions of visual art

2021 ◽  
pp. 026461962110559
Author(s):  
María Olalla Luque Colmenero ◽  
Silvia Soler Gallego
Keyword(s):  
Visual Art ◽  
Formative Evaluation ◽  
Learning Experience ◽  
Evaluation Process ◽  
Summative Evaluation ◽  
Resource Quality ◽  
Non Profit ◽  
Audio Description ◽  
Partially Sighted ◽  
Selection Of

AccesArte is an accessibility project that is part of the internship programme at Kaleidoscope, a non-profit organization founded by the authors to apply audio description (AD) research to developing accessibility programmes. The project consists of ADs of a thematic selection of visual artworks, and the development of eclectic and experience-oriented AD types. It uses online, open access videos and performs a formative and summative evaluation of the resources, with the latter being online, open and ongoing. The goal of this article is to offer a detailed description and critical analysis of the project, with an emphasis on the formative evaluation process. In this regard, the formative evaluation has allowed us to include blind and partially sighted (BPS) consultants in the process, improve resource quality, and enrich the interns’ learning experience.

Sign in / Sign up

Export Citation Format

Share Document