Scribd
Upload
69 views

Types of Evaluation: REPORTER: Ms. Janen

The document discusses three main types of evaluation: diagnostic evaluation, formative evaluation, and summative evaluation. Diagnostic evaluation is done before instruction to identify potential learning problems. Formative evaluation is administered during instruction to provide feedback, and results are used to modify teaching. Summative evaluation is done at the end to determine student achievement for grading purposes. The document also discusses norm-referenced evaluation, which compares student performance to others, and criterion-referenced evaluation, which compares performance to a predetermined standard.

Uploaded by

Janen Vea Padua David
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
69 views

Types of Evaluation: REPORTER: Ms. Janen

The document discusses three main types of evaluation: diagnostic evaluation, formative evaluation, and summative evaluation. Diagnostic evaluation is done before instruction to identify potential learning problems. Formative evaluation is administered during instruction to provide feedback, and results are used to modify teaching. Summative evaluation is done at the end to determine student achievement for grading purposes. The document also discusses norm-referenced evaluation, which compares student performance to others, and criterion-referenced evaluation, which compares performance to a predetermined standard.

Uploaded by

Janen Vea Padua David
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 16

TYPES OF EVALUATION

REPORTER: Ms. Janen


TYPES OF EVALUATION

• Diagnostic Evaluation
• Formative Evaluation
• Summative Evaluation
DIAGNOSTIC EVALUATION
• Undertaken before instruction
• Anticipate potential learning problems and group
or place students in the proper course or unit of
study.
• Concern with the evaluation of pupils learning
difficulties during instruction
Can be based on teacher-made tests,
standardized tests or observational techniques
FORMATIVE EVALUATION
 Administered during the instructional process to
provide feedback to students and teachers.
 REMEDIAL work is done
 Uses pretests, homework, seatwork, and classroom
questions
 Results are used for modifying or adjusting
instruction.
SUMMATIVE EVALUAION
 Undertaken to determine student
achievement for grading purposes.
 Students’ accomplishments during a
particularly making term are summarized
or summed up.
 Results can be utilized the effectiveness of
the teacher and the curriculum
EXAMPLES OF SUMMATIVE
EVALUATION
• Chapter test • Periodical test
• Homework grades • Unit test
• Completed project • Achievement test
grades
APPROACHES TO EVALUATION

• Norm-referenced evaluation
• Criterion-referenced evaluation
NORM-REFERENCED
EVALUATION
The performance of a student in a test is
compared with the performance of the
other students who took the same
examination
EXAMPLES
1. Karl’s score in the periodical examination
is below the mean.
2. Cynthia ranked in fifth in the unit test n
Physics.
3. Rey’s percentile rank in the Math
achievement test is 88.
CRITERION-REFERENCED
EVALUATION

A student’s performance is compared


against a predetermined or agreed upon
standard
EXAMPLES
1. Sid can construct a pie graph with 75%
accuracy.
2. Yves scored 7 out 10 in the spelling test.
3. Lito can encode with no more than 5
errors in spelling.
Basic Guidelines in educational
Measurement and Evaluation
Principles That Serves As Guides To
Educational Measurement And Evaluation
(Clark And Star 1997)
1. Teachers need to know how much they
are doing;
2. Students need to know well they are
doing;
3. Evidence, feedback, and input data for
knowing how well the students and
teachers are doing should come from
variety of sources;
4. Evaluation is continuing process to check
on programs and modify/adopt strategies
to promote desired behavior;
5. The procedures used for assessing
student learning must be compatible with
instructional objectives;
6. The evaluation process should facilitate
teaching effectiveness and contribute to
intellectual and emotional growth of the
learners.
7. Evaluation is a reciprocal process. It
involves the evaluation of teacher
performance, as well as that of student
achievement; and
8. A teacher’s responsibility is to facilitate
student learning and is accountable for it.
THANK YOU!

You might also like