A process that attempts to systematically and objectively determine the relevance, effectiveness, and impact of activities in light of their objectives. Evaluation can be related to structure, process, or outcome. One can distinguish these various types:

Formative individual evaluation provides feedback to an individual (usually a learner) in order to improve that individual's performance. This type of evaluation identifies areas for improvement and provides specific suggestions for improvement serving as an educational tool.

Summative individual evaluation measures whether specific objectives were accomplished by an individual in order to place a value on the performance of that individual. It may certify competency or lack of competency in performance in a particular area.

Formative programme evaluation provides information in order to improve a program's performance. It usually takes the form of surveys of learners to obtain feedback about and suggestions for improving a curriculum. Quantitative information such as ratings of various aspects of the curriculum can help identify areas that need revision. Qualitative information, such as responses to open-ended questions about programme strengths and weaknesses, as well as suggestions for change, provide feedback in areas that may not have been anticipated and provide ideas for improvement. Information can also be obtained from faculty or other observers, such as nurses and patients.

Summative programme evaluation measures the success of a curriculum in achieving learner objectives for all targeted learners, its success in achieving its process objectives, and/or its success in engaging, motivating, and pleasing its learners and faculty. In addition to quantitative data, summative programme evaluation may include qualitative information about unintended barriers or unanticipated effects encountered in programme implementation.

Formative evaluations generally require the least amount of rigor, whereas summative individual and summative programme evaluation for external use (e.g., certification of competence) requires the greatest amount of rigor. When a high degree of methodological rigour is required, the measurement instrument must be appropriate in terms of content, reliability, validity, and practicality.