Designing a Tool to Evaluate the Validity of Formative and Summative Evaluations in E-Learning

Formative and summative evaluations are essential components of e-learning programs, as they help instructors and designers assess student-learning outcomes and make data-driven decisions about course design and delivery. However, assessing the validity of these evaluations is crucial to ensuring that they are effective and accurate. This study aimed to assess the validity of formative and summative evaluations in e-learning environments by examining the perceptions and experiences of both instructors and students.
A descriptive research method was used, including a survey of instructors and students. The survey collected data on participants' perceptions of the validity of formative and summative evaluations, as well as their experiences with these evaluations in e-learning contexts to provide further insights into the challenges and opportunities associated with these evaluations.
The results of the analysis revealed that the ten-factor model provided the best fit for the data. This finding suggests that the 50 items can be combined and interpreted as a cohesive construct, representing the validity of formative and summative evaluations in e-learning.
The standardized factor loadings for each item were highly positive and statistically significant, indicating that the items were strongly associated with their respective factors. This indicates that the measurement model is reliable and valid for assessing the construct of formative and summative evaluations in e-learning environments.
Overall, these findings contribute to the understanding of the validity and reliability of formative and summative evaluations in e-learning environments. The 50-item measurement model provides a comprehensive tool for assessing these evaluations, and the results support its robustness