There are three main types of evaluation: formative, summative, and diagnostic. Formative evaluation monitors student learning during instruction to provide feedback. Summative evaluation is given at the end of a course to determine if learning objectives were met and assign grades. Diagnostic evaluation is given before instruction to identify student strengths and weaknesses. Evaluations are also categorized based on whether student performance affects others' grades. Criterion-referenced tests measure individual performance against standards, while norm-referenced evaluations compare performance to peers on the same test. Placement evaluation determines student prerequisite skills and best learning approach.

1. Types of
Evaluation

2. Evaluation – is classified
according to the period in which
it is conducted and whether or
not the score of one student will
affect the grade of other
students.

3. A.) As to the period the evaluation
is conducted in, there are three
types:
1.) Formative Evaluation
2.) Summative Evaluation
3.) Diagnostic Evaluation

4. 1.) Formative Evaluation
Is a type of evaluation used to
monitor the learning progress of
the students during or after
instruction.

5. Purpose of Formative Evaluation:
1.) to provide feedback immediately to
both student and teacher regarding the
success and failures of learning.
2.) to identify the learning errors that is
in need of correction;
3.) to provide information to the teacher
for modifying instruction and used for
improving learning and instruction.

6. 2.) Summative Evaluation
Is a type of evaluation usually
given at the end of a course or unit.

7. Purpose of Summative Evaluation:
1.) to determine the extent to which the
instructional objectives have been met;
2.) to certify student mastery of the intended
outcome and used for assigning grades;
3.) to provide information for judging
appropriateness of the instructional
objectives;
4.) to determine the effectiveness of
instruction.

8. 2.) Diagnostic Evaluation
Is a type of evaluation given before
instruction. It aims to identify the
strengths and weaknesses of the
students regarding the topics to be
discussed.

9. Purpose of Diagnostic Evaluation:
1.) to determine the level of competence
of the students;
2.) to identify the students who have
already the knowledge about the lesson;
3.) to determine the causes of learning
problems and formulate a plan for
remedial action.

10. B.) As to whether or not the score
of one student will affect the grade
of another student, there are two
types:
1.) Criterion-Referenced Test
2.) Norm-Referenced Evaluation

11. 1.) Criterion-Referenced Test
Is a type of evaluation that
describes what an examinee can do
without reference to the
performance of others.

12. 2.) Norm-Referenced Evaluation
Is a measure to find out how well a
student performs on a defined set
of tasks in relation with the
performance of other students who
take the same test.

13. Common Characteristics of
Criterion-Referenced Test
and
Norm-Referenced Evaluation

14. Common Characteristics of Criterion-Referenced
Test and
Norm-Referenced Evaluation
1.) Both require specification of the
achievement domain to be measured.
2.) Both require a relevant and
representative sample of test items.
3.) Both use the same types of test items.

15. Common Characteristics of Criterion-Referenced
Test and
Norm-Referenced Evaluation
4.) Both used the same rules for item
writing (except for item difficulty).
5.) Both are judge with the same
qualities of goodness (validity and
reliability).
6.) Both are useful in educational
assessment.

16. Differences between Criterion-Referenced and Norm-
Referenced Tests
Criterion-Referenced Tests Norm-Referenced Tests
1.) Typically focuses on a delimited
domain of learning tasks, with a
relative large number of items
measuring each specific task.
1.) Typically covers a large
domain of learning tasks, with just
a few items measuring each
specific task.
2.) Emphasizes among individuals
can and cannot perform.
2.) Emphasizes discrimination
among individuals in terms of
relative of level of learning.
3.) Matches item difficulty to
learning tasks, without altering
item difficulty or omitting easy or
hard items.
3.) Favors items of large difficulty
and typically omits very hard
items.
4.) Interpretation requires a clearly
defined and delimited
achievement domain.
4.) Interpretation requires a
clearly defined group.

17. C.) Other Type of Evaluation
Placement Evaluation – is concerned
with the entry performance of the
student. The purpose of placement
evaluation is to determine the
prerequisite skills, degree of mastery of
the course objectives and the best mode
of learning.