This posting demonstrates the difference between summative and formative evaluation.
As you explore formative evaluation within your proposal these ideas might be helpful:
A great formative evaluation for your proposal is a needs assessment. After or before Unit I's Computer Integration in ESL (Introduction), you could allow teachers to identify areas where more support or instruction is needed. For example, a checklist of technology such as Microsoft PowerPoint, Microsoft Word, email, reading online case studies, online ESL game sites, search engines, and other tools could be given on the list. Teachers could rate their familiarity with the technology and identify areas where needs occur. Maybe some teachers need help with rubric creation? This method obtains the reason or objectives for your instructional program, its content and the overall feasibility of the delivery system.
Since you also use case studies, this gathering of data involves reviews of existing studies, test and curricula, and experts' reviews. It is important for you to gather data early in the proposal to measure your target audience's levels and characteristics. Needs assessment accomplishes this task.
Next, another formative tool is small group evaluation or tutorial and small-group tryouts. This assessment occurs when a group of 8-20 learners study the instructional materials independently and are then tested to collect the required evaluation data. Since the purpose of small group evaluation is to check the power of revisions based on one-to-one data, your proposal shows evidence of this method. For example, Unit II's Holistic grammar and ESL infusion offers a chance for you to gauge small group's progress and difficulties with the technology. You are able to make observations, record their time, notetake their questions or concerns when navigating the ESL games sites. It is important for you to revise the program if teachers experience difficulties when using these search engines. If a problem arises, you might want to create a bookmark or webquest for them to easily have the game sites available. The activity to check each learner's mastery of using the internet search engines offers excellent information for your formative evaluation as you give learners a topic and allow them to search the game for the topic.
When you divide learners into four member groups and allow them to search online grammar games using the search engines, you are also applying this formative concept. After the participation, each group's collaboration and sharing also attests to this type of formative strategy, small group or tutorial.
As you watch Unit II's activities, you can apply ...
This posting compares and contrasts two types of evaluations.