Richards (1990, p.17) states: "A widely used distinction is between evaluation carried out at the completion of a course (summative evaluation) and evaluation carried out during the development and implementation of a program, in order to modify and revise aspects of the program or the materials and to ensure the efficiency of the program (formative evaluation)." (RICHARDS, J.C., The Language Teaching Matrix, Cambridge University Press, 1990)

Also on this topic, Rea-Dickins (1992, pp.6-7) defends: "Results on tests can be interpreted in terms of learner 'products'. They provide an indication of what learners can do at any given time. But also of interest to those involved in an evaluation is how learners acquire the language proficiency demonstrated by their performance on a test. It follows, therefore, that the process of learning is more relevant when evaluating the extent to which a particular course of instruction is effective or efficient." (REA-DICKINS, P. e GERMAINE, Evaluation, Oxford University Press, 1992. Series: Language Teaching - a scheme for teacher education, Editors: C N Candlin, H. G. Widdowson.)

As far as the kinds of evaluation mentioned in the excerpts are understood in the field, it is correct to say that: