The evaluation phase is a systematic process that determines the effectiveness of the instructional design. Assessment involves in cognitive domain (thinking, knowledge), psychomotor domain (doing, skills) and affective domain (feeling & attitude) . It consists of two parts: Formative assessment is collection of information about student learning during the progression of a course or program in order to improve students' learning. Summative assessment is gathering of information at the conclusion of a course or program to improve learning. When used for improvement, impacts the next group of students taking the course or program. External evaluations conducted ensure the robustness of the assessment process. The assessment quantitatively gauges the performance whereas evaluation qualitatively observes the outcomes of the learning activity and suggests the remedial measures for filling the gaps between expected outcome and actual outcomes. The evaluation phase takes the results of 360̊ feedback and finally it closes the loop by prescribing the improvements/gap filling activities in the course.
In mapping of assessment tools with Bloom's taxonomy cognition levels rubric is a set of criterion for assessing student work or performance. Rubrics are particularly suited to learning outcomes that are complex or not easily quantifiable, for which there are no clear “right” or “wrong” answers, or which are not evaluated with standardized tests or surveys. Assessment of writing, oral communication, critical thinking, or information literacy often requires rubrics. In every Practical Laboratory subject there are two components:-