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Beyond Formative and Summative Evaluation


by Michael Scriven — 1991

In many fields—teacher education being one of the most important— mistakes about distinctions between formative and summative assessments lead to major errors of policy and practice. A number of such errors will be identified in this chapter. While this chapter presents my best effort to clarify these notions, they have been in use long enough to become common property. Hence the suggestions made here must be considered simply on their own merits as normative analyses of the current concepts. Since I have never reread the original paper, the suggestions may not even provide the best possible analysis of the original distinction.


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This article originally appeared as NSSE Yearbook Vol 90, No. 2.


Cite This Article as: Teachers College Record Volume 92 Number 6, 1991, p. 18-64
http://www.tcrecord.org ID Number: 18887, Date Accessed: 12/11/2017 8:03:11 PM

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About the Author
  • Michael Scriven
    Claremont Graduate University
    E-mail Author
    MICHAEL SCRIVEN is a Distinguished Professor at the Division of Behavioral and Organizational Sciences at Claremont Graduate University.
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