TWO DIFFERENTIATED FORMS OF DIDACTIC EVALUATION: NORMATIVE EVALUATION IN ORDER TO SELECT STUDENTS AND CRITERIAL EVALUATION TO MASTER THE BASIC CONTENT

Abstract

This article focuses on two forms of didactic evaluation, the normative evaluation and the criterial evaluation, in order to use them again if necessary. Both forms, although with a different educative goal, have happened historically in the evaluation field. The normative evaluation responds to the selective tradition of students. The criterial evaluation has a different aim: any student should mastery the basic contents of the curriculum.