The document discusses different types of evaluation used in education including placement evaluation, formative evaluation, diagnostic evaluation, summative evaluation, criterion-referenced evaluation, and norm-referenced evaluation. Placement evaluation is used to determine a student's instructional level, formative evaluation provides feedback during instruction, diagnostic evaluation identifies weaknesses, and summative evaluation assesses learning at the end of a course by assigning grades. Criterion-referenced evaluation assesses performance against a predetermined standard while norm-referenced evaluation compares performance to others in a group.

1. Types of Evaluation
Ms. GURKIRAT KAUR
ASST. PROF.
CHITKARA UNIVERSITY

2. MEDICAL ENTRANCE
EXAMINATIONS
CLASS TESTS
UNIVERSITY EXAMINATIONS

3. PLACEMENT EVALUATION
• Designed to place the right person
in the right place
• Determine the level of child in the
instructional sequence
• Teacher planned scheme of
instruction for classroom to bring a
change in pupil’s behaviour in an
orderly manner
• Then educators prepare/ place
students for planned instruction for
their better prospects

4. PLACEMENT EVALUATION
Before undertaking new instruction it
is essential to know:
• Does the pupil possess required
knowledge and skills for the
instruction?
• Whether the pupil has already
mastered some of the instructional
objectives?
• Whether the mode of instruction is
suitable for pupils?

5. PLACEMENT EVALUATION
The ANSWERS are obtained
through
• Aptitude Test
• Self- reporting Inventories
• Medical Entrance Examinations
• Engineering Entrance
Examinations

6. FORMATIVE EVALUATION
• Used to monitor the progress
of students during the period
of instruction
• Used to provide continuous
feedback to both teachers and
students regarding learning
successes and failures while
instruction is in progress

7. FORMATIVE EVALUATION
• Provides reinforcement on being
successful and identification of
specific learning errors
• Feedback to teachers provides
information for modifying
instruction and for providing
remedial work
• Formative evaluation is concerned
not only with the appraisal of the
achievement but also with its
improvement

8. FORMATIVE EVALUATION
Formative Evaluation thus aids in
• Diagnosing
• Placement
• Monitoring
Examples:
• Monthly Tests
• Class Tests
• Periodical assessments
• Teachers’ observations

9. DIAGNOSTIC EVALUATION
• Concerned with identifying the
learning difficulties or
weakness of pupils during
instruction
• Tries to locate the specific
areas of weakness of a pupil
• Provide remedial instruction to
the pupils

10. DIAGNOSTIC EVALUATION
Diagnostic Tests
Observational Techniques
Advice from Specialists

11. SUMMATIVE EVALUATION
• Done at the end of a course of
instruction
• Used to know to what extent the
previously fixed objectives have
been accomplished
• Used to assign grades to the
pupils

12. SUMMATIVE EVALUATION
• Indicated the degree to which
students have mastered the
content
Functions of summative evaluation
are
• Crediting
• Certifying
• Promoting
• Selecting

13. SUMMATIVE EVALUATION
Examples
• Traditional school and
university examination
• Teacher made tests
• Standardized tests

14. • Raman got 93 % marks in a test of
Mathematics.
• Raman stood first in Mathematics test
in his class.
• A typist types 60 words per minute.
• The typist who types 60 words per
minute stands above 90% of the
typists who appeared in the interview

15. Criterion- Referenced
Evaluation
• Concerned with performance of
individual in terms of what he
can do or the behaviour he can
demonstrate
• There is a reference to a criterion
• But there is no reference to
performance of other individuals
in the group

16. Criterion- Referenced
Evaluation
• Refers to an individual's
performance to a predetermined
criterion which is well defined
• Example: Amit’s score in a
reading test is 70
Here there is no reference to
the performance of other
members of the group

17. Criterion- Referenced
Evaluation
A Criterion- Referenced Test
IS USED TO ASCERTAIN AN
INDIVIDUAL’S STATUS
WITH RESPECT TO
A DEFINED ACHIEVEMENT
DOMAIN

18. Criterion- Referenced
Evaluation
• Used to assess the objectives
in terms of behavioral
changes
• It is objective based test
• Can measure one or more
assessment domain

19. Norm- Referenced
Evaluation
• Is the traditional class- based
assignment of numerals to the
attribute being measured
• The measurement act relates
to some norm, group or a
typical performance
• Attempt to interpret the test
results in terms of
performance of a certain group

20. Norm- Referenced
Evaluation
• This group is a norm group as it
serves as referent of norm for
making judgements
• Measurement is made in terms of a
class or any other norm group
• Almost all classroom tests, public
examinations and standardized
tests are norm referenced

21. Norm- Referenced
Evaluation
Example:
Amit surpasses 65% students of
his class in reading test
Here the persons’ performance is
compared to others of their
group and the relative standing
position of person in his/her
group

22. References
• Sahu, Binod K.(2007). Statistics
in Psychology & Education,
Kalyani Publishers, India
• Aggarwal, J.C. (2002). Essentials
of examination system-
evaluation, Tests and
measurement, Vikas Publishing
House, Delhi