Types of evaluation

Finalidad o Función
Formative Evaluation
(also known as ‘evaluability assessment’)
Formative evaluation is used before program design or implementation. It generates
data on the need for the program and develops the baseline for subsequent monitoring.
It also identifies areas of improvement and can give insights on what the program’s
priorities should be. This helps project managers determine their areas of concern and
focus, and increases awareness of your program among the target population prior to
launch.
When:
 New program development
 Program expansion
What:
 The need for your project among the potential beneficiaries
 The current baseline of relevant indicators, which can help show impact later
Why:
 Helps make early improvements to the program
 Allows project managers to refine or improve the program
How:
Conduct sample surveys and focus group discussions among the target
population focused on whether they are likely to need, understand, and accept program
elements.
Questions to ask:
 Is there a need for the program?
 What can do to improve it?
Summative Evaluation
Summative evaluation is conducted after the program’s completion or at the end of a
program cycle. It generates data about how well the project delivered benefits to the target
population. It is useful for program administrators to justify the project, show what they have
achieved, and lobby for project continuation or expansion.
When:
 At the end of a program
 At the end of a program cycle
What:
 How effectively the program made the desired change happen
 How the program changed the lives of program participants
Why:
 Provides data to justify continuing the program
 Generates insights into the effectiveness and efficiency of the program
How:
Conduct a review of internal reports and a survey for program managers and target
populations. The aim should be to measure the change that the project has brought about
and compare the change to the costs.
Questions to ask:
 Should the program continue to be funded?
 Should the program be expanded? If so, where? What factors worked in its favor and
what worked against it?

Diagnostic Assessment
Another type of assessment, which is given at the beginning of the course or the beginning
of the unit/topic, is known as diagnostic assessment. This assessment is used to collect data
on what students already know about the topic. Diagnostic assessments are sets of written
questions (multiple choice or short answer) that assess a learner’s current knowledge base
or current views on a topic/issue to be studied in the course. The goal is to get a snapshot of
where students currently stand - intellectually, emotionally or ideologically - allowing the
instructor to make sound instructional choices as to how to teach the new course content
and what teaching approach to use.
They are often used pre- and post-instruction, where students are given identical pre- and
post-tests before and after the course. This method allows instructors and students to chart
their learning progress by comparing pre- and post-tests results.

Momento

 Diferida, se efectúa transcurrido algún tiempo desde que finalizó la experiencia educativa; se
realiza cuando se necesita conocer la permanencia de aprendizajes o transferencia de los
mismos a otro momento o ambiente.

Extention

 Global Evaluation
Is characterized by covering the totality of the capacities expressed in the general and unit
objectives and also, the evaluation criteria of the different subsectors or areas.

 Partial Evaluation
Is focused part of the learning that students are expected to achieve.
Agente Evaluador
 Self-evaluation
In this the student has a fundamental role and it is he who must carry out the process. The
most genuine self-assessment would be one in which the student determines what learning
he wants to value in himself, how to do it and carries out the necessary actions.

 Co-evaluation
There is the possibility of generating and developing an evaluation that allows
students, as a whole, to participate in the establishment and assessment of the
learning achieved, either by some of its members or the group as a whole.
 Hetero evaluation
In this is the teacher who delineates, plans, implements and applies the evaluation
process, the student only responds to what is requested.