Background+Information

**WritetoLearn assessment tool:** h[|ttp://www.pearsonkt.com/prodWTLSplash.shtml] **﻿** Landauer, T. K., Lochbaum, K. E., & Dooley, S. (2009). A New Formative Assessment Technology for Reading and Writing. //Theory Into Practice//, 48(1), 44-52. Retrieved from EBSCO//host//.
 * Basic Info-please look at the following sites for info**

There is a cost but I can not find it. it is put out by PEarson Education. There is site that will give a demo
 * -** this can be either a formative and summative evalution. It is a web based program that allows a teacher to monitor progress in language art skills. As a formative- it can again monitor a stiudnet work so a lesson might be adjusted. As a summative- the final assignement would conclusive of learning.

**ACTIVE Listening** Cheon, J., & Grant, M. (2009). Web-Based Assessment Tool for Communication and Active Listening Skill Development. //TechTrends: Linking Research and Practice to Improve Learning//, 53(6), 24-34. Retrieved from EBSCO//host// //﻿// **ASSISTments** [] Koedinger, K. R., McLaughlin, E. A., & Heffernan, N. T. (2010). A Quasi-Experimental Evaluation of an On-line Formative Assessment and Tutoring System. //Journal of Educational Computing Research//, 43(4), 489-510. doi:10.2190/EC.43.4.d

[] this is really cool ut you need to sign up and register your school. It's free and web-based.

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 * Performance Matters- ** costly web-based teachers only

**Summative program** -This for districts and teachers only. It is called Performance Matters. This program collects information from the states' testing and braks into down into differetn domains of learning. It alsoshows the grade level the student tests at. It can be cuse to trach teachers and students progress but mainly as an overall snapshot of the students'level of learning. It can also indicate the languagecomprehension of bilingual studnets.

Wang, T. (2007). What Strategies are Effective for Formative Assessment in an E-Learning Environment?. //Journal of Computer Assisted Learning//, 23(3), 171-186. Retrieved from EBSCO//host//. Cassady, J. C., & Gridley, B. E. (2005). The Effects of Online Formative and Summative Assessment on Test Anxiety and Performance. //Journal of Technology, Learning, and Assessment//, 4(1), Retrieved from EBSCO//host//. Daly, C., Pachler, N., Mor, Y., & Mellar, H. (2010). Exploring formative e-assessment: using case stories and design patterns. //Assessment & Evaluation in Higher Education//, 35(5), 619-636. doi:10.1080/02602931003650052 [|http://weblink.scsd.us/~henninger/PDF/fas.pdf]
 * What Strategies are Effective for Formative Assessment in an E-Learning Environment?**
 * The Effects of Online Formative and Summative Assessment on Test Anxiety and Performance**
 * Exploring formative e-assessment: using case stories and design patterns.**

====PDE Mentors(2007). //Formative Assessment Tools & Strategies for 21 st learning,  ////Before, During, and After the Learning Experience//. Retreived from [] on August 30, 2011. -this is an awesome site!====

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= = [|http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html]
 * //Formative evaluation//** includes several evaluation types:
 * **//needs assessment//** determines who needs the program, how great the need is, and what might work to meet the need
 * **//evaluability assessment//** determines whether an evaluation is feasible and how stakeholders can help shape its usefulness
 * **//structured conceptualization//** helps stakeholders define the program or technology, the target population, and the possible outcomes
 * **//implementation evaluation//** monitors the fidelity of the program or technology delivery
 * **//process evaluation//** investigates the process of delivering the program or technology, including alternative delivery procedures
 * //Summative evaluation//** can also be subdivided:
 * **//outcome evaluations//** investigate whether the program or technology caused demonstrable effects on specifically defined target outcomes
 * **//impact evaluation//** is broader and assesses the overall or net effects -- intended or unintended -- of the program or technology as a whole
 * **//cost-effectiveness and cost-benefit analysis//** address questions of efficiency by standardizing outcomes in terms of their dollar costs and values
 * **//secondary analysis//** reexamines existing data to address new questions oruse methods not previously employed
 * **//meta-analysis//** integrates the outcome estimates from multiple studies to arrive at an overall or summary judgement on an evaluation question
 * **//meta-analysis//** integrates the outcome estimates from multiple studies to arrive at an overall or summary judgement on an evaluation question

Formative
A //formative evaluation// (sometimes referred to as internal) is a method for judging the worth of a program while the program activities are //forming// (in progress). This part of the evaluation focuses on the process. Thus, formative evaluations are basically done on the fly. They permit the designers, learners, and instructors to monitor how well the instructional goals and objectives are being met. Its main purpose is to catch deficiencies so that the proper learning interventions can take place that allows the learners to master the required skills and knowledge. Formative evaluation is also useful in analyzing learning materials, student learning and achievements, and teacher effectiveness.... Formative evaluation is primarily a building process which accumulates a series of components of new materials, skills, and problems into an ultimate meaningful whole. - Wally Guyot (1978)

Summative
A //summative evaluation// (sometimes referred to as external) is a method of judging the worth of a program at the end of the program activities (summation). The focus is on the outcome. >> All assessments can be summative (i.e., have the potential to serve a summative function), but only some have the additional capability of serving formative functions. - Scriven (1967) The various instruments used to collect the data are questionnaires, surveys, interviews, observations, and testing. The model or methodology used to gather the data should be a specified step-by-step procedure. It should be carefully designed and executed to ensure the data is accurate and valid.


 * Objective| || Formative Assessments| || Summative Assessments | || References ||