Summative evaluation is done at the end of a course of instruction to know to what extent the objectives previously fixed have been accomplished. In other words, it is the evaluation of pupils’ achievement at the end of a course.The main objective of the summative evaluation is to assign grades to the pupils. It indicates the degree to which the students have mastered the course content. It helps to judge the appropriateness of instructional objectives. Summative evaluation is generally the work of standardised tests. Check for Educational Evaluations in US at UT Evaluators
It tries to compare one course with another. The approaches of summative evaluation imply some sort of final comparison of one item or criteria against another. It has the danger of making negative effects.This evaluation may brand a student as a failed candidate, and thus causes frustration and setback in the learning process of the candidate, which is an example of the negative effect.
The traditional examinations are generally summative evaluation tools. Tests for formative evaluation are given at regular and frequent intervals during a course; whereas tests for summative evaluation are given at the end of a course or at the end of a fairly long period (say, a semester).
Functions of Summative Evaluation:
Crediting is concerned with collecting evidence that a learner has achieved some instructional goals in contents in respect to a defined curricular programme.
Certifying is concerned with giving evidence that the learner is able to perform a job according to the previously determined standards.
It is concerned with promoting pupils to next higher class.
Selecting the pupils for different courses after completion of a particular course structure. Educational Evaluations in US visit here
Characteristics of Summative Evaluation:
a. It is terminal in nature as it comes at the end of a course of instruction (or a programme).
b. It is judgemental in character in the sense that it judges the achievement of pupils.
c. It views evaluation “as a product”, because its chief concern is to point out the levels of attainment.
d. It cannot be based on teachers observations only.
e. It does not pin-point difficulties faced by the learner.
f. Its results can be used for placement or grading purposes.
g. It reinforces learning of the students who has learnt an area.
h. It may or may not motivate a learner. Sometimes, it may have negative effect.