TYPES AND APPROCHES TO EVALUATION

Types of Evaluation

• Diagnostic
• Formative
• Interim
• Summative

I. DIAGNOSTIC

• "pre-assesment"
• basis of remediation or special instruction
• instructionl starting points are established
• normally undertaken before instruction
• assess prior knowledge

I. DIAGNOSTIC

• anticipate potential learning problems
• group students in a proper course of study
• can be based on teacher-made tests,
• standardized tests or observations

Diagnostic: Examples

• Reading comprehension test
• School entrance exams

II. FORMATIVE

• "How are my students doing?"
• administer during the instructional process
• permit teachers to modify instruction as needed
• remedial work is normally done

FORMATIVE: EXAMPLES

• Pre-tests
• A warm up
• Seatwork
• Clasroom discussion
• On-the-spot performance

III. INTERIM

• takes place throughout a larger period of time
• feedback is quick, but not immediate
• tend to be more formal
• teachers identify gaps of the learners understanding
• teachers address these before moving on

INTERIM: EXAMPLES

• Chapter test
• Essay
• A project scored with rubric
• Homework

IV. SUMMATIVE

• "How did my students fare?"
• determines student achievement
• for grading purposes
• students' accomplishment are summarized
• frequently based on cognitive knowledge

SUMMATIVE: EXAMPLES

• Final Exams
• Research projects (thesis)
• Periodical Tests
• Licensure Exams

APPROACHES TO EVALUATION

According to Escarilla and Gonzales (1990)

• Norm-referenced
• Criterion-referenced

Norm-referenced evaluation

EXAMPLES

• Karl's score in the exam is below the mean.
• Cynthia ranked fifth in the unit test in Physics.
• Rey's percentile ramk in the Math achievement test is 88.

CRITERION-REFERENCED EVALUATION

EXAMPLES

• Sid can construct a pie graph with 75% accuracy.
• Yves scored 7 out of 10 in the spelling test.
• Lito can encode an article with no more than 5 errors in spelling.

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