SAMPLE EVALUATIONS

SUMMATIVE EVALUATION

This summative evaluation sample is based on the book Hippos Go Berserk (2009) by author Sandra Boynton. The Intent section provides a possible overall reason for using the book with children. The Objectives section includes some possible learning outcomes for children. The Observation section provides some possible ways to determine if objectives were met. The Judgment section provides guidance for analyzing the entire process.

INTENT

The intent of reading Hippos Go Berserk might be to introduce the concepts of counting from 1 to 10 both forward (1, 2, 3 …) and backward (10, 9, 8 …). It could also include an understanding of the additive principle (e.g. if I have 2 cats and I get one more, I now have 3 cats). Finally, and most importantly, the intent might be for readers and listeners to enjoy the story and make it a part of their own experience.

OBJECTIVES

The following objectives are possible for children of various degrees of development. Therefore, the criteria listed (e.g. 75%) can vary greatly depending on the age, interest, and development of the readers/listeners. Possible objectives include:

1. Children will count from 1 to 10 with 75% accuracy.

2. Children will count backwards from 10 to 1 with 50% accuracy.

3. Children will demonstrate an understanding of the additive principle with 60% accuracy.

4. Children will demonstrate an interest in the book after the reading is completed by any attempt to read the book themselves by using the pictures as a guide, to replicate a concept or idea from the story using comparable animal toys, art materials, or an area suited to dramatic play.

OBSERVATION

The reader or teacher can observe how well the objectives were attained following the reading in a variety of ways as follows:

Objective #1

· Ask child to count from 1 to 10.

· Ask child to count from 1 to 10 using toy animals.

Objective #2

· Ask child to count backwards from 10 to 1.

· Ask child to count backwards from 10 to 1 using toy animals.

Objective #3

· Give child two toy animals.

· Have child tell how many animals are there.

· Give child one more toy animal and ask how many there are now.

Objective #4

· Provide children with the actual book, toy animals, paper, crayons, and a play area.

· Tell children they may use the materials to re-enact the story or engage in any other play activity.

· Observe and note whether any attempted re-readings or re-creations of the story are done during the rest of the day.

JUDGMENT

Based upon the observations outlined above, the observer needs to analyze and decide how well any of the objectives were attained. For objectives that were attained, the judgment would be to make a final determination if the objective is important, reasonable, and worthwhile. For objectives that were not attained, an analysis might be done to determine the reasons for that outcome. Possible reasons that should be addressed in subsequent reading sessions might include:

· The developmental level of the children was not sufficient.

· The children did not understand the task.

· The story wasn’t sufficiently compelling.

· The presentation needs improvement.

· More discussion is needed during the telling of the story.


FORMATIVE EVALUATION

Formative evaluation is focused on determining the ongoing evaluation techniques which must be used to attain the intermediate steps needed as progress is made toward achieving the overall objectives outlined in the summative evaluation. The process begins just prior to reading the story and continues throughout the reading. It entails making decisions and structuring aids during the reading that will help children reach the understanding and knowledge embedded in the summative intent and objectives. The following sample is one that might be used with the book Hippos Go Berserk (2009) by author Sandra Boynton.

PRE-READING

At a minimum, a positive response should be made for the following:

· Does the story clearly demonstrate counting?

· Does the story clearly depict the additive principle?

· Do the illustrations match the text?

· Are the children ready for this (Can they count to three?)?

DURING READING

In order to reach the overall objectives outlined in the summative evaluation, intermediate steps are usually needed. The reader can monitor the intermediate steps as the story progresses by modeling a concept and by pausing and asking key questions of the group and/or individuals:

· How many are there now?

· Can we count them as I point to each one?

· How many do you think there will be on the next page? Why do you think that?

· Will there get to be too many? What will happen then?

· Have you ever been in some place where there were too many people? Where? When? What happened?

· What can we do when there are too many of something?