Practice: Take action in response to evaluation results

Key Action: Make program and policy changes

TOOL: Using Data for Formative and Summative Purposes

Purpose: This tool offers detailed information about the

differences between formative and summative
evaluation, and the intended uses, outcomes, and
audiences for each. The tool also suggests ways to
use these data to make program decisions and
improvements.

Instructions: 1. Review the first table, which describes the

differences between formative and summative uses of
data.

2. Use the second table to discuss and document

ideas for both formative and summative uses of your
own evaluation findings.

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 Practice: Take action in response to evaluation results
Key Action: Make program and policy changes

Table 1.3. Formative Evaluation and Summative Evaluation

Descriptors Formative Evaluation Summative Evaluation

Purpose Quality assurance; improvement Provide an overall judgment of the

evaluand

Use Guidance for decision-making Determining accountability for

successes and failures; promoting
understanding of assessed
phenomena

Functions Provides feedback for improvement Informs consumers about an

evaluand’s value, for example, its
quality, cost, utility, and safety Type here

Orientation Prospective and proactive Retrospective and retroactive

When conducted During the development of ongoing After completion of development

operations

Particular types of Assists goal setting, planning, and Assists consumers in making wise
service management decisions

Foci Goals, alternative courses of action, Completed projects, established

plans, implementation of plans, interim programs, or finished products;
results ultimate outcomes

Variables All aspects of an evolving, developing Comprehensive range of dimensions

program concerned with merit, worth, probity,
safety, equity, and significance

Audience Managers, staff; connected closely to Sponsors, consumers, and other

insiders interested stakeholders; projected
especially to outsiders

Evaluation plans Flexible, emergent, responsive, Relatively fixed, not emergent or

interactive evolving

Typical methods Case studies, observation, interviews, not Wide range of methods including
controlled experiments case studies, controlled experiments,
and checklists

Reports Periodic, often relatively informal, Cumulative record and assessment of

responsive to client and staff requests what was done and accomplished;
contrast of evaluand with critical
competitors; cost-effectiveness
analysis

Relationship between Often forms the basis for summative Compiles and supplements previously
formative and evaluations collected formative evaluations’
summative information
evaluation
Evaluation Theory, Models, and Applications (p. 25), D. Stufflebeam & A. Shinkfield. Copyright (c) 2007, Jossey-Bass, a Wiley imprint. 2
Reproduced with permission of John Wiley & Sons, Inc.
 Practice: Take action in response to evaluation results
Key Action: Make program and policy changes

Formative and Summative Use of Evaluation Findings

Findings
Example:
• On a survey, 35% of teachers
disagreed or strongly
disagreed with the statement
“The professional
development I received as
part of the magnet program
was useful in developing
theme-based curriculum.”
• Documentation logs showed
50% of teachers included
theme-based lessons in their
curriculum at least three times
per week.
• •
Formative use of data
Example:
• Review structure, content,
and timing of professional
development.
• Provide more time for
teachers to collaboratively
develop lessons.
• Consider increased follow-up
coaching for teachers in use
of strategies and skills taught
in professional development
sessions.
Summative use of data
Example:
• Share data with professional
development provider.
• Decide whether to continue this
form of professional
development.
• Review in relation to baseline
data from previous year.
Prepare board report with
recommendations about the
program.
• Revisit logic model and revise
based on findings.
•

• • •

• • •

• • •