Goals of pedagogical evaluation
The main forms of knowledge evaluation were set back in the 1970s: formative and summary evaluation. European literature, published in the French language, offers a somewhat more expanded classification of evaluation. Evaluations can be diagnostic, formative, summary and prognostic (see Mottier Lopez, 2015). The dictionary of educational terms (Allal, 2008) provides the definition of the three primary instructional tasks which, while competing with one another, ensure proper regulation of the learning process.
• “Prognostic evaluation. Prognostic evaluation makes it possible to gather information about the decisions that should be made in order to ensure the best-possible transition of students to the next phase or course of study. (...)
• Summary evaluation. Summary evaluation is essential to tallying results. It aids in evaluating the knowledge and skills gained by students at the end of the regularly-scheduled phase (i.e., at the end of the semester) or at the end of the outgoing term (i.e., at the end of the year, cycle, etc.) within the scope of the given study course. (...)
• Formative evaluation. Formative evaluation assumes selection of the teaching methods best suited to ensuring the achievement of progress and attainment of set study goals.” (pg. 312)
Area literature published in the English language is defined by another emerging trend:
• Evaluation of newfound knowledge
• Evaluation for the purposes of further instruction
• Evaluation as a result of instruction
It is rather difficult to determine the interrelationships among the different evaluation methods. Suffice it to say that all types of evaluation must first and foremost ensure the proper organization of the educational-instructional process.