M. Ed - Types of Evaluation

Types of Educational Evaluation

Generally we have three types of evaluation that are employed the teaching -learning process in the classroom. They are as follows.

a   Summative evaluation

b.  Formative evaluation 

c   Diagnostic evaluation.

What is Summative Evaluation

Summative evaluation is the kind of process which always takes place during as well as at the end of the term, course or programmed of teaching implementation. It is associated with more objective, quantitative methods. This evaluation involves a formal testing of a student's achievement. Simply we can say that the in this type the teachers test their students on the basis of monthly, bi-monthly, six-monthly or/and annual examinations. The distinction between formative and summative evaluation can become blurred. Generally it is important to know both how an intervention works, as well as if it worked. It is therefore important to capture and assess both qualitative and quantitative data. Annual examinations and half yearly examinations in schools, public examinations are the example of such evaluation. Tile purpose of this kind of Evaluation is to grade, rank, classify, compare and promote the pupils. It is also used for the purpose of certification. Summative evaluation is also used for selecting students for scholarships or for admission to particular courses. Prediction regarding the success of students in their future Endeavour’s can also be made on its basis.

What is Formative Evaluation?

Formative Evaluation is continuous process of teaching and learning. This kind of evaluation takes place during the course of instruction with a view to improving students' learning. The main purpose of this evaluation is to provide feedback regarding the students' progress, by finding out the learning gaps and the weak points. The teacher can then organize remedial programmes for them. Formative evaluation also provides the teacher feedback regarding the efficiency of the teaching methods, so that the teaching can be improved. It can also provide clues to the effectiveness of the course content and teaching materials. For example, after teaching and testing a unit, the teachers can evaluate whether the content taught was appropriate for that level and whether the text book had dealt with that content in an appropriate manner which the students could understand easily. Thus, the main purpose of formative evaluation is improvement in learning Formative evaluation is done continuously throughout the course period. It can be done by means of unit tests which can be given after teaching each unit, informal 1 class tests, assignments and other class room activities, evaluation is formal in nature, formative evaluation is informal and can be undertaken by using multiple techniques like observation, oral tests, written tests, etc.

What is Diagnostic Evaluation?
It is another kind of evaluation which is more closely related to formative than the summative evaluation? In fact it is to be carried out along with formative evaluation in the class. Sometimes, even the summative evaluation may be used for diagnostic purpose. The main purpose of diagnostic evaluation is to find out the underlying cause of weaknesses in a student's learning, but it is also needed even prior to instruction in order to place the student properly by looking at his/her level of achievement. Thus, diagnostic evaluation provides a starting point to carry out the instruction. Diagnostic evaluation is important for classroom teaching for a number of reasons. Firstly, it is relevant to know the entry behaviour of the student’s i.e., whether they are ready to learn or they have the basic skills and information required for continuing the new learning. Secondly, it helps in knowing the level to which the students already have learnt a particular unit. After knowing the level, the teacher can decide whether the instruction she is going to impart will turn out to be mere repetition, or will be an advance in knowledge. It IS important to know this as advanced learning may prove to be interesting for the students whereas repetition may distract them, causing indiscipline in class. Thirdly, diagnosis helps the teacher classify students according to their level of mastery and this in turn will help his/her to work out a remedial instruction programme for the low achievers and slow learners. Moreover, there may be causes other than instructional methods or materials for the weaknesses of the, children. There may be physical, emotional or social reasons working as independents to Learning Diagnosis can pinpoint the symptoms of the learning disorders arising because of these problems.