Types of evaluation

1. TTypes of ypes of
eVALUATIoNeVALUATIoN
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Mr. Upendra Yadav
Associate Professor
Depart. of Child Health Nursing,
College of Nursing, BPKIHS

2. OOn the basis of how it is used and how the results are n the basis of how it is used and how the results are
interpreted, Evaluation is classify into the different interpreted, Evaluation is classify into the different
types;types;
A.A.In Terms of How the results are Interpreted:In Terms of How the results are Interpreted:
1.1.Placement Evaluation : Placement Evaluation :
•In this type of evaluation , learner's entry behavior or In this type of evaluation , learner's entry behavior or
capability is assessed to find out whether the student capability is assessed to find out whether the student
possess knowledge , skills and attitude needed to begin the possess knowledge , skills and attitude needed to begin the
course of instruction.course of instruction.
• It is used to find out to what extent student has already It is used to find out to what extent student has already
mastered the objectives of the planned instruction. e.g. mastered the objectives of the planned instruction. e.g.
entrance exam.entrance exam.
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3. 2. 2. Formative EvaluationFormative Evaluation::
It is evaluation used to monitor student's learning It is evaluation used to monitor student's learning
progress during instruction with the purpose of progress during instruction with the purpose of
providing on going feedback to students and providing on going feedback to students and
teachers regarding success and failure of teaching teachers regarding success and failure of teaching
/learning process./learning process.
Formative evaluations strengthen or improve the Formative evaluations strengthen or improve the
object being evaluated.object being evaluated.
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4. 3. 3. Summative Evaluation:Summative Evaluation:
•This type of evaluation is given at the end of the This type of evaluation is given at the end of the
course or unit of instructions to find out which course or unit of instructions to find out which
student, to what extent has mastered the intended student, to what extent has mastered the intended
learning outcomes.learning outcomes.
•Though the results of summative evaluation are Though the results of summative evaluation are
primarily used for assigning the grades or for primarily used for assigning the grades or for
certifying learners’ mastery of instructional certifying learners’ mastery of instructional
objectives, they can also be used to give feed back objectives, they can also be used to give feed back
on the appropriateness of objectives and the on the appropriateness of objectives and the
effectiveness of instruction.effectiveness of instruction.
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5. 4. 4. Diagnostic EvaluationDiagnostic Evaluation: :
•This type of evaluation is concerned with finding This type of evaluation is concerned with finding
out the reasons for student's persistent or recurring out the reasons for student's persistent or recurring
learning difficulties that learning difficulties that cannot be resolved by cannot be resolved by
standard corrective measures or formative standard corrective measures or formative
evaluation .evaluation .
•The aim of diagnostic evaluation is to find out the The aim of diagnostic evaluation is to find out the
causes of learning problems and plan to take causes of learning problems and plan to take
remedial actions. remedial actions.
•Observational techniques or specially prepared Observational techniques or specially prepared
diagnostic techniques can be used to diagnose the diagnostic techniques can be used to diagnose the
problem.problem.
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6. In Terms of Interpretation of Test ResultIn Terms of Interpretation of Test Result
a. Normative Referenced Test : This type of test This type of test
helps us to determine how an individual learner's helps us to determine how an individual learner's
performance compares to others in his/her group or performance compares to others in his/her group or
it helps to find out the position a student holds or it helps to find out the position a student holds or
ranks when his/her achievement is compared to the ranks when his/her achievement is compared to the
other group achievements.other group achievements.
b. Criterion- referenced Test: it is designed to fine it is designed to fine
out whether the student performance meet the pre-out whether the student performance meet the pre-
determined criteria or not. This type of tests describe determined criteria or not. This type of tests describe
what a learner can do, without reference to the what a learner can do, without reference to the
performance of others.performance of others.
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7. Example of criterion referenced test Example of criterion referenced test
•To maintain the aseptic technique in doing dressing To maintain the aseptic technique in doing dressing
is the criteria for doing dressing., Learners will fail in is the criteria for doing dressing., Learners will fail in
this if he/she shows any lapse in it any time. If a this if he/she shows any lapse in it any time. If a
health worker can take BP with the deviation of +2 health worker can take BP with the deviation of +2
or -2, it describes a specific behaviour of that health or -2, it describes a specific behaviour of that health
worker, without comparing it with the achievements worker, without comparing it with the achievements
of other health workers.of other health workers.
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8. Criterion -
referenced
Norm-referenced
Student must meet the
prescribed standard
Student can rank any
position in the group
standard is absoluteStandard is relative to
some known groups
performance.
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9. Thank Thank
YouYou
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10. Thank Thank
YouYou
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