TYPES OF EVALUATION

An effective evaluation tool ensures the acquisition of valid evidence

concerning the intended behavioural changes. Teachers should be
familiar with diverse devices that aid in collecting evidence related to the
transformations occurring in a student.
The subsequent table illustrates the classification of evaluations, which
holds significance from the NTA-NET Exam perspective. It's noteworthy
to mention that there is some intersection among various concepts.
Based on their fundamental nature, evaluations can be classified into
quantitative and qualitative techniques.
Quantitative Techniques

● Written Examination: Also referred to as a paper-pencil test, this

method requires answers to be written based on the instructions
provided in the questions.
● Oral Examination: These exams complement written assessments
and include tests of reading ability, pronunciation, and examples
like viva voce.
● Practical Examination: Essential for evaluating a learner's
experimental and manipulative skills, particularly in science,
technology, agriculture, craft, and music.
Qualitative Techniques
● Observation and Interviews: Observation involves systematically
and purposefully viewing and recording a pupil's behavior in
controlled and uncontrolled situations. Interviews, being a spoken
assessment, are sometimes preferred as pupils are usually more
willing to talk than write.
● Checklist: An instrument for collecting and recording evidence
related to significant behavioral tendencies or specific problems
exhibited by pupils in the classroom.
 ● Rating Scale: Rating refers to expressing opinions or judgments
about a situation, object, or character. A rating scale quantifies
judgments in this context.
● Cumulative Records: Anecdotal records, cumulative record cards,
and pupils' diaries are additional devices used in the evaluation
process to gather details about a child's behavior.

Type of Evaluation based on Phase of Instruction

● Placement Evaluation: The term used for placement assessment

is 'entry behaviour,' determining the knowledge and skills students
possess at the beginning of instruction in a specific subject area.
Conducted just before teaching starts, it helps teachers understand
the previous knowledge of students, organizing teaching-learning
activities accordingly. Entrance exams may also be utilized for the
same purpose, assessing students' knowledge base.
● Formative Evaluation: Also known as internal valuation, it occurs
during the program before completion, focusing on the process.
Conducted multiple times, this evaluation provides students with
feedback on their success or failure in achieving instructional
objectives. It identifies specific learning errors for correction and
assists teachers in making instructions more effective. Examples
include unit-end tests, monthly tests, and quarterly tests.
● Diagnostic Evaluation: While formative evaluation gauges the
extent of students achieve learning targets, diagnostic evaluation
delves deeper to explain possible causes for learning problems.
These tests are comprehensive and detailed, conducted at any time
in the program to pinpoint issues and allow immediate correction,
enhancing the course.
● Summative Evaluation (External Evaluation): Conducted at the
end or completion of a course, it determines the extent to which
instructional objectives have been achieved, assigning course
grades. Examples include oral reports, projects, term papers, and
teacher-made achievement tests, showcasing students' success in
meeting instructional objectives
Areas of function Types of evaluation and their functions
After instructions Summative evaluation (To certify the learner)
Diagnostic evaluation (To solve learning
During instructions difficulties) Formative evaluation (To provide
feedback on the teaching-learning process and
to know mastery in content)
Before instructions Placement
behaviour)
evaluation (To know entry

Nature of Reference

Criterion-Referenced Evaluation (CRE)

Purpose: CRE focuses on measuring a student's performance against

predetermined criteria or standards. The goal is to determine whether a
student has achieved specific learning objectives or mastery of content
and skills.
Methodology: In CRE, assessments are designed to directly align with
the learning objectives or standards established for a particular
curriculum or instructional program. Students' performance is
evaluated based on their ability to meet these criteria, regardless of how
their performance compares to that of their peers.
Scoring: Scores in CRE are typically reported as percentages or levels of
mastery (e.g., proficient, partially proficient, not proficient) based on the
extent to which students demonstrate proficiency on each criterion.
Focus: The focus of CRE is on providing meaningful feedback to
students, educators, and other stakeholders about students' strengths
and weaknesses about specific learning goals. It emphasises individual
progress and growth over time.
Norm-Referenced Evaluation (NRE)

Purpose: NRE involves comparing a student's performance to that of a

norm group, typically a large, representative sample of peers who have
taken the same assessment under similar conditions. The goal is to rank
students relative to one another.
Methodology: In NRE, assessments are designed to differentiate
students along a continuum of performance, from high achievers to low
achievers, based on their relative standing within the norm group. The
distribution of scores in the norm group determines the interpretation of
individual scores.
Scoring: Scores in NRE are reported in terms of percentiles, stanines, or
other standardized metrics that indicate where a student's performance
falls within the distribution of scores in the norm group.
Focus: The focus of NRE is on comparing students' performance to that
of their peers and identifying how students rank relative to one another.
It emphasizes relative standing and comparisons between students
rather than individual mastery of specific learning objectives.
Comparison

Purpose: CRE focuses on assessing mastery of specific learning

objectives, while NRE focuses on comparing students' performance to
that of their peers.
Methodology: CRE assesses students based on predetermined criteria
aligned with learning objectives, while NRE assesses students based on
their relative standing within a norm group.
Scoring: CRE scores are based on mastery of specific criteria, while NRE
scores are based on comparisons to the norm group.
Focus: CRE emphasizes individual progress and growth, while NRE
emphasizes relative standing and comparisons between students.
Reflective prompts

Reflective prompts are questions or statements designed to encourage

individuals to engage in reflective thinking, introspection, and
self-assessment. These prompts are commonly used in educational
settings, counseling, coaching, and self-improvement activities to
facilitate deeper understanding, insight, and personal growth. Reflective
prompts can take various forms, including open-ended questions,
prompts related to specific experiences or events, or statements that
encourage critical thinking and self-awareness.
Here are some key characteristics and purposes of reflective
prompts:
Encourage Self-Reflection: Reflective prompts encourage individuals to
reflect on their thoughts, feelings, experiences, and actions. They
prompt individuals to pause, consider their experiences from different
perspectives, and gain insights into their behaviors, beliefs, and
motivations.
Promote Critical Thinking: Reflective prompts often challenge
individuals to think critically about their assumptions, biases, and
values. They may encourage individuals to question their own
perspectives, consider alternative viewpoints, and evaluate the validity of
their beliefs and assumptions.
Facilitate Learning and Growth: Reflective prompts can be used to
facilitate learning and personal growth by prompting individuals to
identify areas for improvement, set goals, and develop action plans for
change. They help individuals recognize their strengths and weaknesses
and identify strategies for overcoming challenges and achieving their
goals.
Enhance Self-Awareness: Reflective prompts help individuals develop
self-awareness by encouraging them to explore their thoughts, emotions,
and behaviors in depth. They promote self-examination and
self-discovery, allowing individuals to gain a deeper understanding of
themselves and their experiences.
Support Decision-Making: Reflective prompts can aid individuals in
making informed decisions by prompting them to consider the potential
consequences of their actions, weigh different options, and align their
decisions with their values and goals. They encourage individuals to
think about the long-term implications of their choices and make
decisions that are congruent with their personal values and aspirations.
Examples of Reflective Prompts:
● "What did you learn from this experience?"
● "How did you feel about the outcome of the situation?"
● "What are the strengths and weaknesses of your approach?"
● "What would you do differently if you could go back in time?"
Types of Evaluation Tests based on Purpose

A. Diagnostic Test

Purpose: Diagnostic tests are designed to assess a learner's current

level of knowledge or skill in a particular subject or area. They aim to
identify strengths and weaknesses, gaps in understanding, and areas
needing improvement.
Function: These tests provide a detailed profile of what the learner
knows and doesn't know, allowing educators to tailor instruction to
address specific learning needs effectively.
Administration: Diagnostic tests can be administered before instruction
begins or at various points throughout a course to monitor progress and
adjust teaching strategies accordingly.
Examples: In education, diagnostic tests may be used to assess a
student's reading comprehension, mathematical abilities, language
proficiency, or other subject-specific skills. In healthcare, diagnostic
tests may be used to identify medical conditions or disorders.
Importance: By pinpointing areas of difficulty or misunderstanding,
diagnostic tests help educators customize instruction, provide targeted
interventions, and support student learning and achievement.
B. Aptitude Test

Purpose: Aptitude tests assess an individual's potential for acquiring

specific skills, knowledge, or abilities in a particular area or domain.
They aim to predict an individual's likelihood of success or competence
in a specific task, occupation, or field.
Function: Aptitude tests identify potential talents, desirable
characteristics, and cognitive abilities that are essential for success in a
particular task, job role, or educational program.
Administration: Aptitude tests are often administered as part of career
assessments, vocational guidance, educational placement, or selection
processes for employment or specialized training programs.
Examples: Common aptitude tests include verbal aptitude tests,
numerical aptitude tests, spatial aptitude tests, mechanical aptitude
tests, and abstract reasoning tests.
Importance: Aptitude tests provide valuable insights into an individual's
strengths, weaknesses, and areas of interest, helping guide career
decisions, educational planning, and personal development.
C. Achievement Test

Purpose: Achievement tests are designed to measure the extent to which

learners have achieved specific learning objectives, competencies, or
course outcomes. They assess the knowledge, skills, and understanding
gained through instruction.
Function: These tests provide feedback on student learning and
academic progress, inform instructional planning and curriculum
development, and evaluate the effectiveness of teaching strategies and
educational programs.
Administration: Achievement tests are typically administered at the end
of a course, unit, or instructional period to assess student performance
and determine whether learning goals have been met.
Examples: Examples of achievement tests include end-of-course exams,
standardized assessments, state-mandated tests, and proficiency exams.
Importance: Achievement tests provide accountability measures, inform
grading and academic placement decisions, and help identify areas for
instructional improvement and intervention.
D. Proficiency Tests

Purpose: Proficiency tests are designed to assess an individual's general

ability or competency in a specific area or skill set. They measure the
extent to which a person possesses the knowledge, skills, and abilities
expected of individuals at a particular level or status.
Function: These tests focus on evaluating a person's overall proficiency
or mastery of a subject or domain, rather than specific learning
objectives or course content.
Administration: Proficiency tests are often administered to individuals
seeking certification, licensure, or entrance into educational programs or
professional fields. They may also be used for language proficiency
assessment or workplace skills evaluation.
Examples: Examples of proficiency tests include language proficiency
exams (e.g., TOEFL, IELTS), professional certification exams (e.g., CPA
exam, bar exam), and skills assessments (e.g., typing tests, software
proficiency tests).
Importance: Proficiency tests provide a standardized measure of an
individual's competency or readiness for a specific role, program, or level
of study. They help ensure that individuals possess the necessary skills
and qualifications for academic or professional success.
E. Intelligence Tests

Intelligence tests are assessments designed to measure an individual's

cognitive abilities, problem-solving skills, reasoning capabilities, and
overall intellectual potential. These tests aim to quantify a person's
intelligence quotient (IQ) relative to a standardized population. Here are
some key points about intelligence tests:
Purpose: Intelligence tests are used to evaluate an individual's cognitive
abilities, such as verbal comprehension, logical reasoning, spatial
visualization, and processing speed. They help identify strengths and
weaknesses in different areas of intelligence.
Types of Tests: There are various types of intelligence tests, including
the Stanford-Binet Intelligence Scales, Wechsler Adult Intelligence Scale
(WAIS), Wechsler Intelligence Scale for Children (WISC), and Raven's
Progressive Matrices. Each test may focus on different aspects of
intelligence and may be tailored for specific age groups.
Administration: Intelligence tests are typically administered in a
controlled environment by trained professionals, such as psychologists
or qualified test administrators. The tests may be conducted individually
or in groups, depending on the specific test and the purpose of the
assessment.
Scoring: Scores on intelligence tests are standardized based on the
performance of a representative sample of the population. The average
IQ score is set at 100, with a standard deviation of 15 points. Scores
above 100 indicate above-average intelligence, while scores below 100
suggest below-average intelligence.
Limitations: Intelligence tests have been criticized for their cultural
bias, as they may not accurately assess the cognitive abilities of
individuals from diverse cultural backgrounds. Additionally, intelligence
is a complex construct influenced by various factors, including genetics,
environment, and life experiences, which may not be fully captured by
standardized tests.
F. Personality Tests

Personality tests are assessments designed to measure various aspects

of an individual's personality, including traits, attitudes, behaviors, and
emotional patterns. These tests aim to provide insights into an
individual's characteristic patterns of thinking, feeling, and behaving.
Here are some key points about personality tests:
Purpose: Personality tests are used to assess personality traits,
preferences, and tendencies in individuals. They help psychologists,
counselors, employers, and researchers understand personality
dynamics, predict behavior, and make informed decisions.
Types of Tests: There are different types of personality tests, including
self-report questionnaires, projective tests, and behavioural
assessments. Common personality assessments include the
Myers-Briggs Type Indicator (MBTI), Big Five Personality Traits (OCEAN),
Minnesota Multiphasic Personality Inventory (MMPI), and Rorschach
Inkblot Test.
Administration: Personality tests may be administered in various
settings, including clinical settings, educational institutions, workplaces,
and research studies. They can be completed online, in
paper-and-pencil format, or through interviews, depending on the
specific test and the context of assessment.
Scoring: Scores on personality tests are based on responses to test
items and are interpreted relative to normative data or established
benchmarks. Personality traits are typically measured on a continuum,
with individuals scoring higher or lower on different dimensions.
Limitations: Personality tests have been criticized for their reliability
and validity, as self-report measures may be subject to response biases,
social desirability, and situational factors. Additionally, personality is a
dynamic and complex construct influenced by genetic, environmental,
and situational factors, which may not be fully captured by standardized
tests.
G. Aptitude Tests

Aptitude tests are assessments designed to measure an individual's

potential for acquiring specific skills, knowledge, or abilities in a
particular area or domain. These tests aim to evaluate an individual's
capacity to learn, adapt, and perform tasks effectively. Here are some
key points about aptitude tests:
Purpose: Aptitude tests are used to assess an individual's natural
abilities, talents, and potential for success in specific fields or
occupations. They help employers, educators, and career counselors
make decisions regarding job placement, educational programs, and
career development.
Types of Tests: There are various types of aptitude tests, including
verbal aptitude tests, numerical aptitude tests, spatial aptitude tests,
mechanical aptitude tests, and abstract reasoning tests. Each test may
focus on different cognitive abilities relevant to specific tasks or
professions.
Administration: Aptitude tests may be administered in educational
settings, employment screenings, vocational assessments, and career
counseling sessions. They can be completed online, in supervised testing
centers, or during recruitment processes, depending on the purpose of
assessment and the target population.
Scoring: Scores on aptitude tests are based on performance on test
items and are interpreted relative to established norms or benchmark
scores. Higher scores indicate greater aptitude or potential in the
assessed domain, while lower scores suggest areas for improvement or
further development.
Limitations: Aptitude tests have been criticized for their predictive
validity, as performance on these tests may not always accurately reflect
real-world success or job performance. Additionally, individual
differences in motivation, effort, and test-taking skills may influence test
scores and outcomes. It is essential to consider multiple factors, such as
personality traits, interests, and values, in conjunction with aptitude
test results when making decisions about education, training, or career
paths.
In 2000, Reeves proposed three types of assessment methods: cognitive
assessment, performance assessment, and portfolio assessment. Each of
these assessment approaches serves distinct purposes and offers unique
advantages in evaluating learners' knowledge, skills, and understanding.
Let's explore each of these assessment methods in detail:

H. Cognitive Assessment

Purpose: Cognitive assessment focuses on measuring learners' cognitive

abilities, such as their understanding, reasoning, problem-solving skills,
and knowledge acquisition. It aims to evaluate how well learners can
recall information, apply concepts, analyze data, and synthesize ideas.
Methodology: Cognitive assessment typically involves the use of
traditional testing formats, such as multiple-choice questions,
short-answer questions, essays, and structured problem-solving tasks.
These assessments may cover a range of cognitive domains, including
memory, comprehension, application, analysis, evaluation, and
synthesis.
Advantages: Cognitive assessment provides quantitative data on
learners' cognitive performance, allowing educators to identify areas of
strength and weakness in their understanding and cognitive processes.
It also enables comparisons across individuals or groups and helps
guide instructional planning and curriculum development.

I. Performance Assessment

Purpose: Performance assessment focuses on evaluating learners'

ability to demonstrate specific skills, competencies, or behaviors in
real-world contexts or authentic tasks. It aims to assess how effectively
learners can apply their knowledge and skills to perform tasks, solve
problems, or complete projects.
Methodology: Performance assessment often involves the use of
hands-on activities, simulations, projects, presentations,
demonstrations, or practical tasks that mirror real-world scenarios.
These assessments may require learners to apply their knowledge and
skills in authentic contexts, showcase their problem-solving abilities, or
demonstrate their proficiency in performing specific tasks.
Advantages: Performance assessment provides rich, qualitative data on
learners' abilities to transfer their learning to real-world situations,
fostering deeper understanding and application of knowledge and skills.
It promotes active engagement, critical thinking, creativity, and
problem-solving skills, and it allows for more authentic and meaningful
assessment experiences.

J. Portfolio Assessment

Purpose: Portfolio assessment involves the systematic collection,

selection, and evaluation of learners' work samples, artifacts, projects,
or reflections over time. It aims to provide a comprehensive and holistic
view of learners' progress, achievements, and growth across multiple
dimensions.
Methodology: Portfolio assessment requires learners to compile and
organize a collection of their work samples, which may include essays,
projects, artwork, performances, reflections, or other evidence of
learning. Educators then review and assess these portfolios based on
predetermined criteria, standards, or learning goals.
Advantages: Portfolio assessment offers a more authentic, multifaceted,
and personalized approach to assessment, allowing learners to showcase
their strengths, interests, and achievements in diverse ways. It
encourages self-reflection, self-assessment, and goal setting, promoting
metacognitive awareness and ownership of learning. Additionally,
portfolio assessment provides opportunities for ongoing feedback,
reflection, and growth over time.
K. Interim/Benchmark Assessment

Purpose: Interim or benchmark assessments are conducted periodically

throughout a course or academic year to monitor students' progress and
identify areas of strength and weakness in their learning.
Methodology: These assessments are typically standardized and
administered at key points during the instructional period, such as at
the beginning, middle, and end of a semester or school year. They often
cover a broad range of content areas and skills, providing educators with
data to track students' growth over time and make data-driven decisions
about instruction.
Advantages: Interim assessments help educators gauge students'
mastery of essential concepts and skills, diagnose learning gaps, and
adjust instructional strategies accordingly. They also provide valuable
information for curriculum planning, intervention planning, and
resource allocation.

L. Dynamic Assessment

Purpose: Dynamic assessment aims to evaluate students' learning

potential, cognitive processes, and ability to learn new concepts or skills
through interactive, scaffolded, and guided learning experiences.
Methodology: Unlike traditional assessments that focus on measuring
existing knowledge or skills, dynamic assessment involves actively
engaging students in problem-solving tasks, learning activities, or
instructional interventions. Educators provide support, feedback, and
guidance throughout the assessment process, allowing students to
demonstrate their learning capabilities and growth potential.
Advantages: Dynamic assessment provides insights into students'
learning processes, problem-solving strategies, and responsiveness to
instructional support. It recognizes the role of social interaction,
feedback, and scaffolding in facilitating learning and development.
Dynamic assessment can inform differentiated instruction, intervention
planning, and individualized learning plans for students with diverse
learning needs.
M. Synoptic Assessment

Purpose: Synoptic assessment evaluates students' ability to integrate

and apply knowledge, skills, and understanding across multiple topics,
concepts, or subject areas.
Methodology: Synoptic assessments typically involve tasks, projects, or
assessments that require students to demonstrate their comprehension,
analysis, synthesis, and evaluation of complex, interdisciplinary, or
real-world problems or scenarios. These assessments may cover a wide
range of content areas or competencies and often emphasize critical
thinking, problem-solving, creativity, and communication skills.
Advantages: Synoptic assessment promotes deep learning, higher-order
thinking, and transfer of learning by challenging students to make
connections, draw insights, and apply their knowledge and skills in
novel or unfamiliar contexts. It fosters a holistic understanding of the
subject matter and encourages students to see the relevance and
interconnectedness of different topics or disciplines.

N. Ipsative Assessment

Purpose: Ipsative assessment focuses on evaluating students' progress

and growth relative to their own previous performance or personal
learning goals, rather than comparing them to external standards or
peers.
Methodology: Ipsative assessments typically involve self-assessment,
goal setting, and reflection activities where students evaluate their
progress, set personal learning targets, and track their development over
time. These assessments may include rubrics, checklists, portfolios, or
feedback mechanisms that encourage students to monitor their learning
and take ownership of their academic journey.
Advantages: Ipsative assessment promotes metacognitive awareness,
self-regulated learning, and intrinsic motivation by empowering students
to set meaningful goals, monitor their progress, and celebrate their
achievements. It fosters a growth mindset, resilience, and a sense of
personal responsibility for learning outcomes. Additionally, ipsative
assessment can support personalized learning, differentiation, and
individualized feedback tailored to students' unique strengths and
needs.

O. Scholastic Assessment

Scholastic assessment refers to the evaluation of students' academic

abilities, knowledge, and skills within a formal educational setting. It
typically involves various types of assessments aimed at gauging
students' comprehension, critical thinking, problem-solving abilities,
and overall academic performance. The term "scholastic assessment" is
often used interchangeably with "educational assessment" or "academic
assessment."
Scholastic assessment can take many forms, including:
● Standardized Tests: These are formal assessments administered
to large groups of students under standardized conditions.
Examples include SAT, ACT, GRE, and state-mandated
achievement tests.
● Teacher-Made Tests: Assessments created by teachers to evaluate
students' understanding of specific topics or concepts covered in
class. These tests may include multiple-choice questions,
short-answer questions, essays, or other formats.
● Performance Tasks: Hands-on assessments or projects that
require students to apply their knowledge and skills to real-world
situations. Examples include science experiments, research
papers, presentations, and artistic performances.
● Portfolios: Collections of student work compiled over time to
demonstrate growth, progress, and achievement in various subject
areas. Portfolios may include essays, artwork, lab reports, and
other artifacts.
 ● Observations: Informal assessments conducted by teachers or
other educational professionals to observe students' behavior,
engagement, participation, and interactions in the classroom.
● Formative Assessment: Ongoing assessments used to monitor
student learning and provide feedback for instructional
improvement. Formative assessments may include quizzes, exit
tickets, class discussions, and peer evaluations.

Grading System of Evaluation

The term "grade" originates from the Latin word "Gradus," meaning
"step." In educational measurement, grading involves using a set of
symbols to convey students' achievement levels.
Types of Grading

Direct Grading: Assessment of an individual's performance in

qualitative terms, directly expressed in letter grades. Reduces
inter-examiner variability but lacks transparency.
Indirect Grading: Performance assessed in terms of marks, then
transformed into letter grades through different modes. The
transformation includes both 'absolute grading' and 'relative grading':
a. Absolute Grading: Based on a predetermined standard, directly
converting marks into grades, irrespective of the mark distribution.
Example categorization includes distinction, first division, second
division, third division, and unsatisfactory.
b. Relative Grading: Used in public examinations, where a student's
grade is determined by both individual and group performance.
Commonly known as 'grading on the curve.'
Choice-Based Credit System (CBCS)

The Ministry of Human Resource Development is implementing the

Choice-Based Credit System to reform the Indian education system.
CBCS offers flexibility, efficiency, and academic excellence by allowing
students to choose interdisciplinary, intra-disciplinary, and skill-based
courses.
Advantages of CBCS

● Shift from teacher-centric to student-centric education.

● Students can undertake as many credits as they can handle,
offering flexibility.
● Allows students to choose interdisciplinary and skill-oriented
courses for holistic development.
● Broadens education and aligns it with global standards.
● Enhances flexibility, allowing students to study at different times
and institutions.
● Credits earned can be transferred.
Uniform Grading System

A uniform grading system enables potential employers to assess

candidates consistently. The UGC has formulated guidelines for a
uniform grading system and computation of the Cumulative Grade Point
Average (CGPA) based on student performance.
Outline of Choice-Based Credit System

● Core Course: Compulsory course to be studied by the candidate.

● Elective Course: Chosen from a pool of courses, specific,
specialized, or supportive to the discipline.
● Discipline Specific Elective (DSE) Course: Offered by the main
discipline/subject or related disciplines.
 ● Dissertation/Project: An elective course for advanced knowledge
with faculty advisory support.
● Generic Elective (GE) Course: An elective from an unrelated
discipline for exposure.
● Ability Enhancement Courses (AEC): Compulsory and Skill
Enhancement Courses (SEC) for knowledge and skill enhancement.
Universities have flexibility in deciding common minimum syllabi for
core papers, allowing a 20% deviation at most.
Computer-Based Testing (CBT)

CBT acts as a catalyst for changes in pedagogical methods, transforming

learning, pedagogy, and curricula in educational institutions. Both
computer-based and paper-based testing share a common basis.
Benefits of Computer-Based Testing (CBT)

1. More frequent testing opportunities.

2. Data-rich results.
3. Increased candidate reach.
4. Streamlined logistics.
Two types of CBT

Linear Tests: Full-length examination where the computer selects

questions for individuals without considering their performance level.
Adaptive Test: Computer selects questions based on individuals'
performance levels from a large pool categorized by content and
difficulty.
Using the waterfall model, the CBT System Development Life Cycle
(SDLC) is split into independent steps, carried out sequentially:
1. Requirements analysis and definition.
2. System and software design.
 3. Implementation and unit testing.
4. Integration and system testing.
5. Operation and maintenance.
In India, CBT has been implemented for exams by IBPS for banking and
by the National Testing Agency (NTA) for exams like UGC, NEET, GPAT,
and GMA.