Summative evaluation of standards-based curricula

2008 ◽  
pp. 13-26
Keyword(s):  
Summative Evaluation

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.

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

Summative evaluation of instructional materials

1976 ◽  
Vol 2 (2) ◽  
pp. 121-130 ◽  
Author(s):  
Patricia H. Krus ◽  
Martha L. Thurlow ◽  
James E. Turnure ◽  
Arthur M. Taylor
Keyword(s):  
Instructional Materials ◽  
Summative Evaluation

Can CPD enhance student-centred teaching and encourage explicit instruction of International Baccalaureate Approaches to Learning skills? A qualitative formative assessment and summative evaluation of an IB school’s in-house CPD programme

2018 ◽  
Vol 17 (3) ◽  
pp. 262-285 ◽  
Author(s):  
Sandra Forrest
Keyword(s):  
Focus Groups ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
International Baccalaureate ◽  
Explicit Instruction ◽  
Continuing Professional Development ◽  
Approaches To Learning ◽  
Training Model ◽  
Summative Evaluation

This study aimed to involve International Baccalaureate (IB) teachers in formative assessment and summative evaluation of a continuing professional development (CPD) programme designed to facilitate a student-centred, process-focused approach in which the ‘Approaches to Learning’ (ATL) element of the IB curriculum takes a central role. Given its emphasis on participants’ collective perspectives, focus groups were selected as the data collection method. Respondents were twelve teachers with diverse backgrounds and experience, from different school departments, with varying teaching styles, epistemological beliefs and views regarding ATL. This study includes a discussion of the literature with reference to teachers’ beliefs, attitudes, values and knowledge, the role these play in teaching practices, the extent to which CPD may be able to influence them, and the elements of CPD which make teachers’ development more likely. Findings indicate that formatively assessing teachers’ development from CPD, and development itself, are ‘messy’ processes, as is trying to distinguish between ‘student-centred’ and ‘teacher-centred’ teaching in relation to facilitating self-regulated learning. Differences were identified in how experienced teachers, particularly those with Postgraduate Certificate in Education (PGCE) certification and new teachers, particularly those without a PGCE, reacted to CPD and developed in relation to the aims of CPD. However, these issues were mitigated over time by the CPD programme’s emphasis on collegiality and its coherence with previous CPD and IB standards for teaching and learning. Students’ increasing competence with, and acceptance of, student-centred teaching also made it easier for teachers to develop their practice, illuminating the nature of enculturation as a driver of learning. Importantly, formative assessment helped the researcher to understand the complex and incremental nature of teachers’ development as well as gain insights into how CPD contributed to that development. This investigation demonstrates that brief experiences of top down, whole school, ‘training model’ CPD can, indeed, enhance teachers’ student-centredness and facilitate explicit instruction of ATL skills, and illustrates the utility of using focus groups to formatively assess, and summatively evaluate, teachers’ CPD.

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.

Design, Development, and Evaluation of a Cybersecurity, Privacy, and Digital Literacy Game for Tweens

2021 ◽  
Vol 24 (4) ◽  
pp. 1-37
Author(s):  
Sana Maqsood ◽  
Sonia Chiasson
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Game Design ◽  
Production Quality ◽  
Summative Evaluation ◽  
User Centered Design ◽  
Design Development ◽  
Simulated Environment ◽  
Literacy Knowledge ◽  
Positive Results

Tweens are avid users of digital media, which exposes them to various online threats. Teachers are primarily expected to teach children safe online behaviours, despite not necessarily having the required training or classroom tools to support this education. Using the theory of procedural rhetoric and established game design principles, we designed a classroom-based cybersecurity, privacy, and digital literacy game for tweens that has since been deployed to over 300 Canadian elementary schools. The game, A Day in the Life of the JOs , teaches children about 25 cybersecurity, privacy, and digital literacy topics and allows them to practice what they have learned in a simulated environment. We employed a user-centered design process to create the game, iteratively testing its design and effectiveness with children and teachers through five user studies (with a total of 63 child participants and 21 teachers). Our summative evaluation with children showed that the game improved their cybersecurity, privacy, and digital literacy knowledge and behavioural intent and was positively received by them. Our summative evaluation with teachers also showed positive results. Teachers liked that the game represented the authentic experiences of children on digital media and that it aligned with their curriculum requirements; they were interested in using it in their classrooms. In this article, we discuss our process and experience of designing a production quality game for children and provide evidence of its effectiveness with both children and teachers.

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.

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