"Evaluation may be done to provide feedback to people who are trying to improve something (formative evaluation); or to provide information for decision-makers who are wondering whether to fund, terminate, or purchase something (summative evaluation)." (Scriven, 1980, S. 6-7)
Der Begriff formative Evaluation (nicht das Konzept) geht auf Scriven (1972) zurück und bildet mit seinem Gegenstück summative Evaluation wohl das prominenteste Begriffspaar in der Evaluationsliteratur. Dennoch handelt es sich um einen problematischen Begriff, da er ungenau definiert, theoretisch unstimmig und in seiner praktischen Verwendung oft entsprechend beliebig ist (vgl. dazu etwa die Beiträge von Patton, Chen und Wholey in Evaluation Practice, 1996, Vol. 17, No. 2).
Da sich das Begriffspaar wegen seiner hohen Anmutungsqualität trotz dieser Probleme mit Sicherheit halten wird, scheint mir folgende Begriffsverwendung sinnvoll:
Die Begrifflichkeiten formativ/summativ werden ausschließlich zur Bezeichnung intendierter Evaluationszwecke verwendet, so wie es das obige Zitat Scrivens andeutet. Auf alle anderen von Scriven und Apologeten vertretenen Addenda wird verzichtet. Darunter fallen:
Subject: Re: Formative/Summative & Process/Outcome 2*2 Matrix?
Date: Tue, 28 Dec 2004 12:24:10 -0500
From: Eileen Stryker
I don't remember whether or where Dan Stufflebeam might have written this, but back in olden times when I took his class, he talked about how he and Scriven grew to understand that the CIPP model and Formative / Summative evaluation complement, rather than compete with, each other. It went something like what I've portrayed below (roughly and w/o the careful thought portrayed by Dan in class -- I haven't enough room or time for that right now). Context evaluation includes (but is not limited to) evaluation of goals; input includes evaluation of designs and resources; process includes implementation and product includes effects -- outputs, outcomes, short, medium, long term, etc. etc. These are further defined in the design phase of any evaluation study, of course. Formative focusses on providing information for program development, summative for accountability (with the extended meanings Scriven has portrayed in previous posts and writings, of course
| Context Input Process Product
--------------|----------------------------------------------
Formative |
|
Summative |
|
Some sample questions might include:
Formative /Context: Are program goals responsive to participant needs? Are the goals good?
Summative /Context: Were the goals appropriate to participant needs? To the setting? What contextual factors were important to project successes/ failures?
Formative Input: What designs might be most effective to reach the goals? What can (educational, social, health, management) theory tell us about effective intervention designs?
Summative Input: Was the project design well-founded in theory, best practice, organizational experience?
I'm sure you can fill in the rest.
Hope this helps. It has certainly helped me think about questions an evaluation might address as I meet with client groups.
Happy New Year,
Eileen
Dr. Eileen Stryker Stryker and Endias, Inc. Planning, Research and Evaluation Services Kalamazoo, Michigan 269-668-2373
Original Message -----
From: "Charles Partridge"
> Group, > > Before I reinvent the wheel, if someone out there has already put > together a 2*2 matrix that defines the Formative/Summative & > Process/Outcome dimensions, could you please forward it to me? > > Thanks in advance. > > Charles R. Partridge > Evaluation Specialist > Center for Learning Excellence > The John Glenn Institute for Public Service and Public Policy > The Ohio State University > Columbus, Ohio 43212-1421 > Email: Partridge.6@osu.edu > > ------------------------------------------------------------------ > EVALTALK - American Evaluation Association (AEA) Discussion List. See also > the website: http://www.eval.org > To unsubscribe from EVALTALK, send e-mail to listserv@bama.ua.edu > with only the following in the body: UNSUBSCRIBE EVALTALK > To get a summary of commands, send e-mail to listserv@bama.ua.edu > with only the following in the body: INFO REFCARD > To use the archives, go to this web site: > http://bama.ua.edu/archives/evaltalk.html > For other problems, contact a list owner at kbolland@sw.ua.edu or > carolyn.sullins@wmich.edu
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