According to Brown & Green (2006) "evaluation refers to the process for determining the success level of an individual or a product" (p.207). This step requires a certain level of data-keeping to assess student understanding. Data can be qualitative or quantitative dependent upon the desired learning outcome. For instance, a performance task may be evaluated based on a rubric that describes wanted behaviors, while a knowledge-level task might be assessed using a multiple-choice paper and pencil test. The type of assessment should be directly linked to the format of the tested objectives. Based on the outcomes of these assessments, the instructor makes decisions on how to proceed.
Evaluation can come in two basic forms: formative and summative.
Formative Assessment:
Also known as assessment for learning (AFL), formative assessments are meant to monitor the progress of the learners throughout the learning process. AFL gives an instructor feedback about the changing needs of the students in the class. At different points along the way, AFL can tell the instructor when the pacing needs to change, speeding through objectives that the learners have already mastered, and slowing down on tasks that require more support.
Summative Assessment:
Also known as assessment of learning (AOL), summative assessments are meant to evaluate a learner's understanding of the subject matter. AOL is administered at the end of a unit to determine if students mastered the content. Typically, AOL is used to determine an end-of-unit grade.
Hints:
Quality instructional design incorporates both forms of assessment. While it is nice to have a summative piece to determine a grade, formative assessments can also help to monitor progress along the way. Consider administering multiple formative assessments throughout the instructional design process for best results.
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