Teaching Aptitude (types of evaluation)

Types of Evaluation:

Evaluation can be classified into different categories in many ways.

Some important classifications are as follows:

 

 

Placement Evaluation-

 Placement evaluation is designed to place the right person in the right place. It ensures the entry performance of the pupil. The future success of the instructional process depends on the success of placement evaluation.

The main goal of such evaluation is to determine the level or position of the child in the instructional sequence.

 

Formative Evaluation

 Formative evaluation helps a teacher to ascertain the pupil-progress from time to time. At the end of a topic or unit or segment or a chapter the teacher can evaluate the learning outcomes basing on which he can modify his methods, techniques and devices of teaching to provide better learning experiences.

The idea of generating information to be used for revising or improving educational practices is the core concept of formative evaluation.

Diagnostic Evaluation

 It is concerned with identifying the learning difficulties or weakness of pupils during instruction. It tries to locate or discover the specific area of weakness of a pupil in a given course of instruction and also tries to provide remedial measure.

 “Formative evaluation provides first-aid treatment for simple learning problems whereas diagnostic evaluation searches for the underlying causes of those problems that do not respond to first-aid treatment.”  (N.E. Gronlund)

 

 Summative Evaluation

 Summative evaluation is done at the end of a course of instruction to know to what extent the objectives previously fixed have been accomplished. In other words, it is the evaluation of pupils’ achievement at the end of a course.

The traditional examinations are generally summative evaluation tools. Tests for formative evaluation are given at regular and frequent intervals during a course; whereas tests for summative evaluation are given at the end of a course or at the end of a fairly long period (say, a semester).

 

Norm referenced and criterion-referenced Evaluation

 Two alternative approaches to educational testing that must be thoroughly understood are norm-referenced testing and criterion-referenced testing. Although there are similarities between these two approaches to testing, there are also fundamental differences between norm and criterion referenced testing.

 

        (i) Criterion-Referenced Evaluation:

        A criterion-referenced test is used to ascertain an individual’s status with respect to a defined achievement domain.

Ex-  (i)Raman got 93 marks in a test of Mathematics.

(ii) A typist types 60 words per minute.

(iii)Amit’s  score in a reading test is 70.

(ii)  Norm Referenced Evaluation:

Norm-referenced evaluation is the traditional class-based assignment of numerals to the attribute being measured. It means that the measurement act relates to some norm, group or a typical performance.

        Ex- (i) Ram stood first in Mathematics test in his class.

       (ii) The typist who types 50 words per minute stands above 80 percent of the typists who appeared the interview.

       (iii) Anil surpasses 55% of students of his class in reading test.