Educational evaluation aims to gather information about the effectiveness of educational programs and interventions, with the goal of identifying areas for improvement and making necessary changes to enhance student learning and outcomes.

Normative evaluation is not a common type of educational evaluation. Formative evaluation focuses on providing feedback during the learning process, summative evaluation assesses student achievement at the end of a unit or course, and diagnostic evaluation identifies students' strengths and weaknesses.

Formative evaluation aims to provide timely feedback to students and teachers during the learning process, allowing them to identify areas where improvement is needed and make necessary adjustments to enhance learning outcomes.

Standardized testing is not a common data collection method used in educational evaluation. Surveys, interviews, and observation are commonly used methods for gathering information about student learning and program effectiveness.

Summative evaluation aims to assess student achievement at the end of a unit or course, typically resulting in the assignment of grades or other forms of summative assessment.

Quizzes are typically used as formative assessments, providing feedback to students and teachers during the learning process. Final exams, projects, and portfolios are common types of summative assessments.

Diagnostic evaluation aims to identify students' strengths and weaknesses, typically at the beginning of a unit or course, to inform instructional planning and provide targeted support to students.

Portfolios are typically used as summative assessments, showcasing students' work over time. Pre-tests, interviews, and observation are common types of diagnostic assessments.

Educational measurement aims to gather quantitative data about student learning and achievement, typically through the use of standardized tests and other assessment tools.

Personality tests are not a common type of educational measurement. Achievement tests, aptitude tests, and interest inventories are commonly used to assess student learning and abilities.

Educational statistics aims to analyze and interpret data related to student learning and achievement, helping educators and policymakers understand patterns, trends, and relationships in educational outcomes.

Correlation analysis is not a common type of educational statistics. Descriptive statistics, inferential statistics, and regression analysis are commonly used to analyze and interpret educational data.

Educational research aims to investigate and generate new knowledge about teaching and learning, helping educators and policymakers understand how students learn best and how to improve educational practices.

Action research is not a common type of educational research. Quantitative research, qualitative research, and mixed methods research are commonly used to investigate and generate new knowledge about teaching and learning.

Educational evaluation aims to gather information about the effectiveness of educational programs and interventions, with the goal of identifying areas for improvement and making necessary changes to enhance student learning and outcomes.