There are three main types of student evaluation: Formative, Summative, and Diagnostic. Formative evaluation is an ongoing classroom process that keeps students and educators informed of students’ progress. Summative evaluation occurs most often at the end of a module to determine what has been learned over a period of time. Diagnostic evaluation usually occurs at the beginning of the school year or before commencing a module, to identify prior knowledge, interests, or skills in the subject area.

Evaluation throughout the course should be based on the learning objectives outlined in the course of study. It is important to use a variety of evaluation strategies to ensure an accurate assessment of the student. The design of an evaluation matrix should reflect the amount of time devoted to each of the modules taught in the course. For example, if the visual design display module were offered in the course, it could represent 5% of the student’s evaluation in a 100 hour course offering.

An example of an evaluation weighting is as follows:

Written Tests	25%
Written Tests	25%
Projects and Research	35%
Homework and Assignments	10%
Portfolios	20%
Classroom Presentations	10%

Regular program evaluation could include a survey involving parents, students, and employers to determine program effectiveness and needs for change, if any. Information specific to program evaluation is found in Saskatchewan Education’s School-Based Program Evaluation Resource Book (1989) and the Practical and Applied Arts Handbook.

For more information about student evaluation refer to the Student Evaluation: A Teacher Handbook (Saskatchewan Education, 1991) or the Practical and Applied Arts Handbook, (Draft 2002).

For information about curriculum evaluation refer to Curriculum Evaluation in Saskatchewan (Saskatchewan Education, 1991).