The document discusses different types of evaluation classified based on how results are interpreted and used. There are four main types: placement evaluation which assesses entry-level knowledge and skills; formative evaluation which provides ongoing feedback during instruction; summative evaluation which determines how well learning objectives were mastered at the end; and diagnostic evaluation which identifies specific learning difficulties. Evaluation can also be norm-referenced, comparing performance to peers, or criterion-referenced, assessing whether a predetermined standard was met without comparisons.

1. Types of EVALUATION
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2. On the basis of how it is used and how the results are
interpreted, Evaluation is classify into the different
types;
A. In Terms of How the results are Interpreted:
1. Placement Evaluation :
• In this type of evaluation , learner's entry behavior or
capability is assessed to find out whether the student
possess knowledge , skills and attitude needed to begin the
course of instruction.
• It is used to find out to what extent student has already
mastered the objectives of the planned instruction. e.g.
entrance exam.
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3. 2. Formative Evaluation:
It is evaluation used to monitor student's learning
progress during instruction with the purpose of
providing on going feedback to students and
teachers regarding success and failure of teaching
/learning process.
Formative evaluations strengthen or improve the
object being evaluated.
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4. 3. Summative Evaluation:
• This type of evaluation is given at the end of the
course or unit of instructions to find out which
student, to what extent has mastered the intended
learning outcomes.
• Though the results of summative evaluation are
primarily used for assigning the grades or for
certifying learners’ mastery of instructional
objectives, they can also be used to give feed back
on the appropriateness of objectives and the
effectiveness of instruction.
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5. 4. Diagnostic Evaluation:
• This type of evaluation is concerned with finding
out the reasons for student's persistent or recurring
learning difficulties that cannot be resolved by
standard corrective measures or formative
evaluation .
• The aim of diagnostic evaluation is to find out the
causes of learning problems and plan to take
remedial actions.
• Observational techniques or specially prepared
diagnostic techniques can be used to diagnose the
problem.
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6. In Terms of Interpretation of Test Result
a. Normative Referenced Test: This type of test
helps us to determine how an individual learner's
performance compares to others in his/her group or
it helps to find out the position a student holds or
ranks when his/her achievement is compared to the
other group achievements.
b. Criterion- referenced Test: it is designed to fine
out whether the student performance meet the pre-
determined criteria or not. This type of tests
describe what a learner can do, without reference to
the performance of others.
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7. Example of criterion referenced test
• To maintain the aseptic technique in doing dressing
is the criteria for doing dressing., Learners will fail
in this if he/she shows any lapse in it any time. If a
health worker can take BP with the deviation of +2
or -2, it describes a specific behaviour of that health
worker, without comparing it with the achievements
of other health workers.
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8. Criterion - referenced Norm-referenced
Student must meet the
prescribed standard
Student can rank any
position in the group
standard is absolute Standard is relative to
some known groups
performance.
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9. Thank You
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