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The evaluation phase consists of two aspects: formative and summative. Formative evaluation is present in each stage of the ADDIE process, while summative evaluation is conducted on finished instructional programs or products. Donald Kirkpatrick's Four Levels of Learning Evaluation are often utilized during this phase of the ADDIE process.
Educational evaluation is the evaluation process of characterizing and appraising some aspect/s of an educational process. There are two common purposes in educational evaluation which are, at times, in conflict with one another.
Responsive evaluation is an approach to measure the effectiveness of educational programs developed by Robert E. Stake. [1] This approach enables to evaluate the educational and other programs by comparing the program activity, the program uniqueness, and the social diversity of the people.
Educational measurement is a process of assessment or an evaluation in which the objective is to quantify level of attainment or competence within a specified domain. See the Rasch model for measurement for elaboration on the conceptual requirements of such processes, including those pertaining to grading and use of raw scores from assessments.
Process evaluation is an ongoing process in which repeated measures may be used to evaluate whether the program is being implemented effectively. This problem is particularly critical because many innovations, particularly in areas like education and public policy, consist of fairly complex chains of action.
A course evaluation is a paper or electronic questionnaire, which requires a written or selected response answer to a series of questions in order to evaluate the instruction of a given course. The term may also refer to the completed survey form or a summary of responses to questionnaires.
In terms of policy, this view sees curriculum frameworks as tools to bridge broad educational goals and the processes to reach them. A humanistic curriculum development perspective holds that for curriculum frameworks to be legitimate, the process of policy dialogue to define educational goals must be participatory and inclusive. [5]
To create an effective scoring rubric, a five-step method is often employed: [4] Model Review: Provide students with sample assignments of varying quality for analysis. Criteria Listing: Collaboratively list criteria for the scoring rubric, incorporating student feedback.
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