Formative evaluation is carried out during the process because it is an ongoing process,
whereas summative evaluation is done once the process has been completed. The other
difference is the fact that formative evaluation will help in understanding if more help is
required during the process as opposed to the summative evaluation that may not address the
challenges. Formative evaluation helps in the assessment of skills as opposed to the
summative evaluation that only assesses the achievements. Formative evaluation will deal
with the steps in the project, whereas the summative evaluation will deal with the whole
project. Informative evaluation, assessment is considered to be a process, whereas the
summative evaluation assessment is considered as a product of the project.
Advantages of formative evaluation
It enables the designers, instructors, learners as well as the managers to understand the
processes by which the goals in the project are being met, and they can make the necessary
corrections before the completion of the project, and in so doing, they will increase the
likelihood of success. It enables the stakeholders in the project to arrest the errors as soon as
possible and prevent the errors and losses from occurring. It helps in understanding is help is
required during the project.
Advantages of summative evaluation
Summative evaluation techniques determine achievement. It is, therefore, evaluative in nature
as opposed to being diagnostic. It is used in the assessment of whether the goals have been
achieved or not. The summative evaluation techniques provide opportunities. It enables
individuals to develop a learning environment. It is, therefore, a learning process that is
focused on the outcome. It makes it possible to understand the weaker areas of the project,
making it easier to correct them in the best way possible.
FORMATIVE AND SUMMATIVE EVALUATION 3
Schoenfeld, A. H. (2015). Summative and formative assessments in mathematics supporting
the goals of the common core standards. Theory Into Practice, 54(3), 183-194.