3.  To assess the learners achievement at the end of a teaching-learning process, for instance, at the end of the unit.  Measures the learners attainment of specific objectives at the end of a given period of time  Put lights on the ultimate effectiveness of the overall process or training that is carried out.  To benefit comparison  To measure the effectiveness of curriculum, teaching methods and programs.

4.  Chapter test  Unit test  Departmental test  Feedback

5.  The most important features of summative evaluation is that they come at the end of a learning a process, whether a chapter, unit semester or year. They typically use quantitative measure, such as numeric, scores.

6.  Allow for the evaluator to see the entire picture of the event being evaluated to ensure that the program’s over all goals and objectives were met.  Individuals groups maybe compared to help instructors gain a better understanding of which teaching method work best for various groups.

7.  Provides essential data for this process.  Provides a means to find out whether your project has reached its goals/objectives outcomes.  Allows you to quantify the changes in resource use attributable to your project so that you can track how you are the impact of your project

8.  Allow you to compare the impact of the different projects and make result-based decisions on future spending allocations (taking into account an intended a consequences).  Allow you to develop a better understanding of the process of cahange, and finding out what works, what does’nt and why. This allows you to gather the knowledge to learn and improve future project designs and implementation.  End of a specific learning period.

9.  Questionnaires are the least expensive procedures for the external evaluations and can be used to collect large samples of graduate information.

10.  Questions are asked in ways that students do not understand or have a difficulties answering. Neither of these get at wheter this student really know the material that was taught.  The model and methodology used to gather the data should be a specified step by step procedure. It should be carefully designed and executive to ensure the data is accurate and valid.

11. Formative Evaluation Ex: daily quizzes -Internal -During -Focuses on the process -Define as parts to whole -Much more focused -Improve overall teacher quality -Help builds the summative evaluation -There are just a few which are exclusively meant for formative functions. Summative Evaluation Departmental test,unit test,chapter test -external -after -Focuses on the outcome -Summary of a whole -The worth of a program at the end of the program activities. -All evaluation types can serve the summative evaluation

12. “ When the cook tastes the soup, that’s Formative; When the guest tastes the soup, that’s Summative.”

13. “Never-ending process”

14. Used a balance of both quantitave and qualitative methods in order to get a better understanding of what your project ha sachieved, and how or why this has occurred. Formative and summative evaluations both include summaries of the researcher’s findings that include recommendations for future actions.

15. Formative and summative evaluation are a never-ending process of evaluating how well they deliver education. They evaluate everthing from achievement trends in individual classrooms to school, district and statewide scores on test. Without these evaluations, educational institutions might have tell their blindly, uncertain of what works and what does not.