Which approach to evaluation is conducted during instruction?

The approach to evaluation conducted during instruction is Formative. Formative evaluation takes place throughout the learning process, while teaching and learning are still ongoing. Its main purpose is to monitor student learning, provide continuous feedback to both students and teachers, and identify areas where students might be struggling or where instruction needs adjustment. This type of evaluation is diagnostic and aims to improve learning and teaching during the instructional period itself. Examples include quizzes, observation, questioning, and informal discussions, all intended to guide and inform the learning trajectory.

• Summative evaluation is conducted at the end of an instructional period (e.g., end of a unit, semester, or course) to assess overall learning and assign a grade. It is a final assessment of what has been learned, not an ongoing process during instruction.
• Diagnostic evaluation is conducted before instruction begins or at the very early stages to assess students' prior knowledge, skills, or learning difficulties. Its purpose is to identify specific learning needs or readiness for new material, setting the stage for instruction rather than being conducted throughout it.
• Placement evaluation is conducted before instruction to determine where students should begin in a sequence of learning or which program is most appropriate for them. It assesses readiness and proper placement, similar to diagnostic, but specifically for allocating students to appropriate levels or courses.