A change of paradigm might involve a change of words, a change in thinking, and a change of practices. If summative evaluation and formative evaluation had the same meaning, then where is the difference between objective-based-programs and competence-based-programs.
Would you suggest a new terminology?
Very recently I was involved in a research determining the extent of the fit between students' competencies as matched to the job market. What I have found is that employers and students have a very close view to which competencies are needed to fit the job market versus academics. My analysis went through the components of the question under discussion. I can say that first we have to define the competencies needed by benchmarking the job market for the specific major of interest, then identify objectives of the curriculum which in turn will define the necessary formative and summative tools to reach the learning outcomes satisfying specific competencies which were already defined.
So, there is a specific process to follow with well defined timeline to reach for the optimum results.
For the above purpose, we designed exit surveys for our alumni, a survey for employers of our students, a consultative group of experts from the industry and the academic body to fit things together. Such an exercise is on yearly basis.
Dear Domenico,
I think it is not necessary to introduce a new terminology because these two classical methods of evaluation have been completed with one more nowadays ie. diagnostic evaluation. (It is a reseach-based individual evaluation.)
Summative evaluation is generally standard-based one regardless the character of an individum, while formative and diagnostic are able to take skills & abilities into consideration. Differences between formative and diagnostic assessments can be observed in their aims, functions & instruments involved into the process.
Competence-based assessment in my opinion, combines these three types, giving special emphasise to formative and diagnostic parts.
Good addition Agnes. I agree with you that no new terminology is needed.
For competence bulding Formative would be the right choise as ; Summative -Normal continuous evaluation and facilitation in a class; whereas
Formative
I suppose dear Krishnan, this is that combination what was mentioned above.
A formative type of assessement cannot containts any level of students or faculties, it is a "helping-shaping type for a given student's personality during the teaching-learning activity" e.g. you are welldone; go-on; don't worry; take it easy etc..
I agree with Agnes, those are classical terms. Lets just stick with it. Or otherwise new teachers won't be able to differentiate which is which. Even summative and formative terms can be troublesome to understand for some.
Competence-based education on the UK model is essentially behaviourist, concerned only with outcomes assessed through 'can do/cannot do' performance criteria. On this model formative assessment would be merely cosmetic since only summative tests lead to accreditation. Competence systems are deeply problematic for just such reasons and should be eschewed by educators committed to experiential learning and the fostering of autonomy and the personal development of learners.
@ Agnes
In industries we use the formative evaluation to the New Recruits.
The recruits are qualified Diploma engineers (with basic laboratory / workshop experience) fresh from college with practically nil exposure to industrial work culture,
To these people we don't subject them to the learning process as done in their educational institutions (which is Summative)...
On the Job training combined with Theoretical class room lectures by the experts in the relevant departments are used to "create - process - deliver and evaluate" the recruits.
Therefore to us in the industry the competency based Formative evaluation which encompases ( comprehending the syllabus, identify student's level, faculty recognize suitable delivery style, summarize learning) which are not only to be motivational but be supportive to the sustenance of activities of the organization.
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