Learner Evaluations

Learner evaluations determine if the learner has acquired the skill and reached the objectives set for the course (Brown & Green, 2020). Several types of evaluation strategies can be used to assess the learner. The Bloom's Taxonomy wheel that was discussed in the instructional goals and objectives section could help identify assessments to use to evaluate learning. Learning tasks used during the instruction could also be considered an assessment.

Formative Evaluations

Formative evaluations are assessments that take place throughout the course. These evaluations help determine the level of a learner toward achieving the learning objective (Yale Poorvu Center for Teaching and Learning, n.d.). Formative evaluations are not usually graded. Instead, they will help the instructor and the learner to identify any possible struggles and close any gaps that may be present.

Das (2021), explains that good formative assessments provides the learners with continuous feedback, focuses on what is important and helps develop critical thinking and awareness. Some examples given for formative assessments are:

• Quizzes

• Polls

• Role-Playing

• Games

Formative evaluations are not just for assessing the learners' understanding but also for assessing the design (Brown & Green, 2020). Designers can use formative learner evaluations to verify whether the design is working or needs changes. Designers will also use formative assessments during the design process to identify if the instruction is meeting the objectives before completing and implementing the design.

Summative Evaluations

Summative evaluations assess if the learners achieved the course objectives (Yale Poorvu Center for Teaching and Learning, n.d.). These evaluations are graded, letting the learner know if they passed or failed, and are given at the end of the course. Both instructors and designers can use summative assessments to review the success of the course to identify any gaps in the instruction itself.

Effective summative assessments will have validity, reliability, and manageability (Messier, 2022). Assessments that line up with the learning objectives have validity. Assessments that show consistency with each use have reliability. Manageability refers to the assessor's ease of grading and giving feedback to the learner. It also references the learner's ability to achieve the test.

Summative assessments are also used during the design process. Summative assessments are used at the end of the design process and can help the designer determine factors such as the learners' reaction to the instruction and if learning took place (Brown & Green, 2020).

References

Brown, A. H., & Green, T. D. (2020). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice (4th ed.). Routledge (Taylor & Francis).

Das, S. (2021, March 13). Formative Assessment: Forming The Basis Of Impactful eLearning. eLearning Industry. Retrieved January 23, 2023 from https://elearningindustry.com/formative-assessment-forming-basis-of-impactful-elearning

Messier, N. (2022, February 7). Summative Assessments. University of Illinois Chicago. Retrieved January 23, 2022 from https://teaching.uic.edu/resources/teaching-guides/assessment-grading-practices/summative-assessments/

Nhu, N.D.H. (2020). [Untitled photograph of an exam]. Unsplash. https://unsplash.com/photos/cbEvoHbJnIE?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText

Yale Poorvu Center for Teaching and Learning. (n.d.). Formative and Summative Assessments. Retrieve January 15, 2023 from https://poorvucenter.yale.edu/Formative-Summative-Assessments