.......................... evaluation gives a clear idea about understanding of the student regarding particular content at the end of instruction.
Summative
Evaluation is classified by its purpose and timing. Placement evaluation happens before instruction, formative evaluation during instruction, diagnostic evaluation when persistent difficulties appear, and summative evaluation at the end of a unit, course or term.
Summative evaluation measures what a student has finally learnt about a particular body of content after teaching is complete, usually through an end-of-unit or end-of-term test. Because it covers the whole content and is taken when learning is supposed to be finished, it gives a clear, overall picture of the student’s understanding of that content and is used for grading and certification.
Placement evaluation only judges entry-level readiness to decide where a learner should start. Formative evaluation gives running feedback on parts of the content while teaching is going on, so it is meant to improve learning rather than to state its final level. Diagnostic evaluation looks for the causes of specific learning difficulties, not the overall grasp of the content.
Summative option is correct.
Similar Questions
Summative evaluation is .............. in nature.
Learning process is monitored by ............... Evaluation.
Which of the following statements is/are true about the criterion referenced test ?
(I) It makes the comparative evaluation of individual’s performance with the predetermined standard.
(II) It compares individual’s performance with normative performance.
Which of the following is the limitation of Tyler’s model of curriculum evaluation ?
The CIPP model of curriculum evaluation concentrates on ..........
A type of performance evaluation that is done by one or more people of matching competencies is ....... .
A student’s score on Norm Referenced Test is best used to provide information about student’s ...........
According to the Kirkpatrick model of evaluation on which level we can measure the institutional outcomes?
Arrange the factors of evaluation process in order to sequence :
(i) Evidence on teaching-learning operations
(ii) Evidence on factors affecting learning
(iii) Evidence on pupil behaviour pertaining to objective
(iv) Objectives
Choose the correct answer from the options given below :
For diagnostic tests, the test-difficulty is .................. .
Important Questions from Types of Evaluation - Teaching
- Which type of evaluation ensures that the learning objectives are achieved at the end of instruction ?
Summative evaluation is .............. in nature.
Which of the following are the characteristics of criteron‐referenced‐interpretation of test scores?
A. Achievement of specific skills or concepts by each individual learner is assessed.
B. Instructional objectives are based on identified skills, rather than on broader learning.
C. Test‐items discriminate between examinees in terms of their relative postions in the group tested.
D. Scores are expressed in terms of percentile ranks or stanines to ensure inter‐examinee comparison.
E. An examinee can compare his own performance in terms of development of skills over testing occasions.
Choose the correct answer from the options given below.
Learning process is monitored by ............... Evaluation.
Which of the following statements is/are true about the criterion referenced test ?
(I) It makes the comparative evaluation of individual’s performance with the predetermined standard.
(II) It compares individual’s performance with normative performance.
