The evaluation that is conducted before instruction to assess readiness is the diagnostic evaluation. This type of evaluation is specifically designed to identify learners' existing knowledge, skills, and abilities prior to engaging in new instruction. By understanding students' current levels of understanding and specific gaps, instructors can tailor their teaching methods and materials to meet the learners' needs more effectively.
Diagnostic evaluations often involve assessments such as pre-tests, surveys, or informal assessments that gauge where learners stand. This information allows instructors to address any prerequisites or foundational knowledge that may be necessary for the upcoming instruction, ensuring that all learners are set up for success as they move forward in the learning process.
On the other hand, formative evaluations occur during instruction and provide ongoing feedback to modify teaching and guide students' learning progress. Summative evaluations, typically conducted at the end of a learning period, measure the learners' overall performance against defined criteria. Pre-evaluations, while somewhat similar to diagnostic evaluations, are a broad term and not commonly used in the specific context of assessing readiness before instruction.