A narrative evaluation is when a teacher writes several paragraphs about a student's performance and participation. It is often very specific about the student's projects and tests and gives plenty of room for teachers to do a personalized accounting of the student's achievements. A narrative evaluation generally takes more time to write and is harder to codify and compare outcomes with other students.
Participatory evaluation is when students are asked to grade and assess their own work. While it might seem like a student would always self-promote and exaggerate her achievements, what is more often the case is a thoughtful response that can engage a student in her own education. Participatory evaluation can make students feel more empowered.
Peer evaluation is when students are asked to evaluate each other. This can be especially useful when they've worked together on a project and it is unclear to the teacher how the division of labor was done. Rigid guidelines should be given to students doing peer evaluations so that they give appropriate responses about their peers. Not doing so could lead to conflict between students.
An internal evaluation is when parents and administrators are involved in looking at the classroom and assessing the quality and efficacy of education. This can be useful because people who are not in the classroom daily have less preconceived notions about the students, the class culture and the teacher, and can bring a fresh eye to evaluate the system. This type of evaluation can often lead to surprising and useful results.