Formative Evaluation of Assessment

 Part 1    Assume you are designing a program with five classes to be taken in sequence for adult learners who want to start their own businesses. You plan to title the program: “Steps for Starting Your Small Business” and offer it for credit and noncredit at the community college. Assume you will obtain the courses from suppliers who have already developed courses focused on starting a small business for delivery on the Web, by video, or in the classroom. Propose at least three of the 11 questions recommended by George and Cowan in Chapter 8 that you believe would be helpful in your formative evaluation during the development but before the implementation of the program. 

    Provide a rationale for the selection of your questions and recommend a way to obtain answers to the formative evaluation questions if students are not yet taking the classes and instructors are not yet delivering the courses in your program.

Cowan, J. George, J. (2013). A Handbook of Techniques for Formative Evaluation: Mapping the Students’ Learning Experience.

Part 2 “Formative Evaluation of Assessment” Please responds to the following:

    Use the same scenario as in part 1 Discussion  and propose at least three of the 11 questions recommended by George and Cowan in Chapter 8 that you believe would be helpful in your formative evaluation during the implementation of the program. 

    Provide a rationale for the selection of the formative evaluation questions and recommend at least one way to obtain answers to the questions from instructors and students involved in the program.

Question 1 Is the assessed syllabus the same as the declared one?

Question 2 Does the assessment cover the listed learning outcomes?

Question 3 In what parts of the assessed syllabus are candidates obtaining their marks?

Question 4 Do the students know what is required of them?

Question 5 Do the students understand the questions?

Question 6 Can and do students think in examinations?

Question 7 Are there real differences in quality across the range of performances?

Question 8 What does the assessed work suggest about the presence of common weaknesses?

Question 9 Do examiners know how students react to their questions and tasks?

Question 10 How reliable is the marking process?

Question 11 Does the assessment confirm that enduring learning has taken place?