Summative evaluation is .............. in nature.
Judgemental
Summative evaluation is carried out at the end of a course, term or unit. Its purpose is to certify how much a learner has finally achieved — to award a grade, a division or a pass/fail decision. Because the teaching is already over, its findings cannot be fed back to improve that teaching; they can only pronounce on the result. That is what makes summative evaluation judgemental in nature.
Developmental describes formative evaluation, which runs during instruction through class tests, assignments and observation, precisely so that teaching can be modified while it is still going on.
Diagnostic evaluation is a specialised probe that locates the exact source of a persistent learning difficulty, so that remedial teaching can be planned. It looks for causes, not for final worth.
Placemental refers to placement evaluation, conducted before instruction begins, to establish entry behaviour and assign a learner to the right group, level or course.
Hence summative evaluation is judgemental in nature.
Similar Questions
.......................... evaluation gives a clear idea about understanding of the student regarding particular content at the end of instruction.
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 ?
.......................... evaluation gives a clear idea about understanding of the student regarding particular content at the end of instruction.
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.
