COMPARING FORMATIVE EVALUATION AND SUMMATIVE EVALUATION
Attributes Formative Evaluation
Concepts  Scriven (1967) state that formative
evaluation was intended to foster
development and improvement within
ongoing activity.
 Scriven (1991) confirm that formative
evaluation is typically conducted
during the development or
improvement of a product and it is
conducted often more than once.
 Robert Stakes state that “when the
cook tastes the soup, that’s formative,
when the guests taste the soup, that’s
summative”
Implementation  It’s happen during instructional
process.
Duration  Take a short time.
Area  Test of specific skills, concepts, and
objective.
 Ideally test every concept, which has
been taught.
Purpose  To help the students during the
instructional process because of the
formative evaluation is implemented
during the teaching and learning
process.
 Determine specific skills, concepts
and objectives which students have
not mastered.
 Provides immediate feedback to
students on their learning
performance: often suggest learning
Summative Evaluation
 Scriven (1967) state that
summative evaluation
was used to assess
whether the results of the
object being evaluated
met stated goals.
 Bhola (1990) state that
summative evaluation is a
method of judging the
worth of a program at the
end of the program
activities. The focus is on
the outcome.
 It’s happen in a given
periodically to determine
at a particular point in
time.
 Take a long time.
 Test general/overall
concepts, skills and/ or
terminal objectives.
 The combination of all
skills and concepts.
 Summative evaluation
provides information on
the product’s efficacy.
 Used to determine
students’ grades and
report them.
 Used as a basis for
subsequent revision or
redesign of a course or
program
 Determine program/
 activities. course effectiveness
 Identifies specific weakness in
ongoing instruction (material and
teaching procedures) allowing the
teacher to remedy the instructions.
Examples  Criteria and goal setting  State assessment
o Engages students in  End-of-unit or chapter
instruction and the learning tests
 End-of-term or semester
process by creating clear
exams
expectations.
 Scores that are used for
 Observations
o Teacher observes to identify accountability for schools
the students that need and student (report card
clarification. grades)
o Observation assist teacher in
gathering evidence of student
learning to inform instructional
planning.
 Questioning strategies
o Elicit immediate information
about students learning
 Self and peer assessments
o With peer evaluation, students
see each other as resources
for understanding and
checking for quality work
against previously established
criteria.
 Students record keeping
o Helps students better
understand their own learning
as evidence of their classroom
work (worksheet etc. )