TYPES OF

EVALUATION
ELENA ARTEAGA
• FES CUAUTITLAN

CENTRO DE IDIOMAS

CFPI / TE

PROF. AGUSTIN CESAR FRAGOSO

ELENA ARTEAGA
ASSESMENT
I T SE EM S TO ME TH E W O RD A SS ES ME N T
I S A G A LI CI S M W I TH O RI G I N I N TH E
W O R D : " A S S E Z " T H AT M E A N S S U F F I C I E N T
I N E N G LI S H , I T TA K E S A D I F FE REN T
D I ME N SI O N W H E N U S ED A S A V ERB, F O R
L E A R N E R S T O A C C U M U L AT E E N O U G H
CRED I T S TO W H E TH E R PA SS O R N O T A
CERTA I N PRO G R A M.
H AV I N G S A I D T H AT, A N A S S E S S M E N T I S
A N A P P RA I S A L A C CO MP LI S H ED
TH RO U G H O U T A PE RI O D O F TI ME W I TH
S P E C I F I C C R I T E R I O N S T H AT B E L O N G T O
A SY ST EM.
I TS CH A R A CTERI ST I CS A RE:

A )   Q U A L I TAT I V E  
B ) Q U A N T I TAT I V E
 TYPES 
O F   E VA L U A T I O N    

SUMMATIVE
DIAGNOSTIC   It takes
place before the course
starts, It involves the
teacher’s knowledge, its
normally standarized, it can
be include  IQ/aptitude tests
observation, discussion, que
stioning to establish a startin
g point for the remaining of
the course FORMATIVE  Is to build ac
cumulative record of student 
achievement,ongoing progre
ss, throughout the term,orco
urse.
 provides immediate and me
aningful feedback and
FORMATIVE
assessment 

DIAGNOSTIC
FORMAL  / INFORMAL  

Observing and monitoring students during in class learning. 
TYPES 
‐Collecting, analysing, and providing feedback on in and out of class work samples 
O F  E VA L U AT I O N    
‐Assessment strategies including: essays, exams, reports, projects, presentations, etc. 
Individual and/or collaborative tasks

that usually attract a mark. 

SELF ASSESSMENT 

Requires students to reflect on their own work and judge how well they have performed 

‐The focus is on being able to identify what constitutes a good (or poor!) piece of work.   

Some degree of student involvement in the development and comprehension of assessment criteria

QUALITATIVE / QUANTITATIVE

‐Collects data that does not lend itself to quantitative methods but rather to interpretive criteria 

‐Collects data that can be analyzed using quantitative methods 

INTERNAL / EXTERNAL   

‐Assessments are informal, frequent, and tied to curriculum and daily instructional routines in the classroom. ‐
Other assessments may be more structured, such as spelling tests, weekly quizzes, journal writing, reports, 

and projects; but they are all under the control of the teacher and embedded in the curriculum. 7/8
EXCELLENT
All content and language points of the assignment have been addressed and are clearly answered. There are RUBRIC
only a few errors, and these do not impede completion.  
 

VERY GOOD
An attempt has been made at addressing all content and language points of the assignment, but they are not all fully or
clearly achieved. There are only a few errors, and these generally do not impede completion. GRAMMAR STRUCTURE
 

GOOD PARTS OF SPEECH

Not all content and language points of the assignment have been attempted, but those that are attempted have
generally been acceptable. There are some errors, but the majority of them do not impede completion. LISTENING
 

FAIR VOCABULARY
Not all content and language points of the assignment have been attempted, and some of those that are attempted have not
been satisfactorally answered. There are quite a few errors, a number of which impede completion.

POOR
Not all content and language points of the assignment have been completed, and many of those that are attempted have not
been satisfactorally answered. There are many errors, a substantial number of which impede completion.
 

UNACCEPTABLE
Student fails to submit answers