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Formative evaluation occurs throughout the process and may or may not have weight in assessing the final result. It should incorporate progressive and systematic activities that gather information on the learning process in each cycle of the student's progress.Each moment of formative evaluation or process of generating feedback regarding their level of a performance, staged knowledge, and resources complement the training. Formative evaluation can be assisted synchronously or automatically asynchronously. The former is more time-consuming, and the latter requires more care in the intentional design of the learning path.
The Design of the Evaluation Model (DME) considers two axes and two components per axis: The evaluation axis within the didactic process, composed of Formative and Summative Evaluation. The axis of the assessment of the teaching-learning process consists of the review of Didactics and the level of Appropriation.
Assessment Principles
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Formative Assessment
Formative evaluation occurs throughout the process and may or may not have weight in assessing the final result. It should incorporate progressive and systematic activities that gather information on the learning process in each cycle of the student's progress.
Each moment of formative evaluation or process of generating feedback regarding their level of a performance, staged knowledge, and resources complement the training. Formative evaluation can be assisted synchronously or automatically asynchronously. The former is more time-consuming, and the latter requires more care in the intentional design of the learning path.
Summative Assessment
The summative evaluation focuses on the final or cumulative result of the learner's performance. This requires three dimensions of performance to be assessed:
Familiarity
Minimal information and knowledge that the learner must ensure familiarity with and manage: for this type of scenario, test-type units can typically be used with selection, association, and construction of answers to closed-ended questions.
Comprehension
Ensuring ownership and understanding: This assessment touches the deepest layers of learning and can only be addressed with open-ended questions and case studies with different levels of complexity.
Transference
Validate if the critical knowledge is identified to be applied in its context. This moment of the summative evaluation seeks to validate the level of potential transfer to the learner's performance context. Any of the techniques of the previous two points can be used.
Evaluation of Didactics
The Subject Matter Expert must include an evaluation by the course participants that considers the available knowledge, the visual and didactic resources to consume them, and the pertinence and relevance of the activities that stimulated the teaching-learning process.
Effectiveness Evaluation
It refers to monitoring the effectiveness of the learning process seen sometime after the end of the training and placed in the participants' practice contexts. The designer can design micro-learning units that validate one of the dimensions of Bloom's taxonomy of learning (revised 2001):
Create
Evaluate
Analyze
Apply
Comprehend
Remember
Formative Assessment
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Assessment Design
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Testing Course
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Testing Course
Formative Assessment
Describe at what points in your course you consider it essential to do process evaluation.
Summative Assessment
Not everything seen is part of the outcome evaluation; here, it is recommended to specify the aspects for the final certification of learning.
Evaluation of Didactics
Describe here the aspects that the trainee should evaluate of your content after taking them.
Effectiveness Evaluation
In a post-completion evaluation period, highlight critical aspects of your course that should be included in a learning check-up.
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