Evalution Tool
INTRODUCTION
The
realization of educational goals and objectives in the educative process, is
based on the accuracy of the judgements and inference made by decision makers
at every stage. To arrive at a good
decision test, measurements and evaluation are being used in all educational
situations. Thus evaluation has become a
part and parcel of every system of education to determine the achievement of
goals by the student in a given period.
MEANING
OF EVALUATION
To
evaluate means ‘co ascertain the value or amount of appraise carefully’.
§ It
is the judging of the worth or value of something that represents the
satisfaction of human need eg., an object event / activity / process /product.
§ It
denotes more than estimation of the results of activities that have already
been completed. It also includes the
judging of actions that will take place in the future.
§ ‘Measure’
means ‘the act or process of ascertaining the extent, dimensions, quantity, etc
of something, especially by comparison with a standard’.
§ Measurement
connotes appraisal in terms of some fixed and absolute standard.
§ It
helps the student to understand himself better is to be considered worthwhile.
§ The
nature of measurement and appraisal techniques used, influences the type of
learning that goes in the classroom.
§ Evaluation
process is concerned with provision of learning experience, increasing the
capabilities to perform certain functions.
§ Evaluation
requires bold initiation and creative thinking on the part of the teachers as
well as the planners.
§ Evaluation
may again motivate pupils learning experience what the pupil will study and
seek to learn is determined largely by what he expects the measure of his
learning to be.
SCOPE
OF EVALUATION
§ Value
judgement
§ Effectiveness
of appraisal or methods of instruction.
§ Identifies
pupils strengths and weakness difficulties and problems, needs and demands.
§ Provides
baseline for guidance and counseling.
§ Placement
and promotions in jobs.
§ Development
of attitudes, interests, capabilities, creativity, originality, knowledge and
skills etc.
§ Development
of tools and techniques.
§ Interpretation
of results.
§ Helpful
for curriculum planners and administers to improve the curriculum pattern.
THE
PHILOSOPHY OF EVALUATION
Each
individual should receive
1.
Education that most fully
allows him to develop his potential.
2.
Placed that he contributes to
the society and receives personal satisfaction in doing so.
3.
Fullest development of the
individual requires recognition of his essential individuality along with some
rational appraisal by himself and others.
4.
Composite assessment by a group
of individuals is likely to be in error than assessment made by a single
person.
5.
Every form of appraisal will
have critics, which is a spur to change and improvement.
1)
Validity:
The
accuracy with which a test measures whatever it is intended / supposed to measure.
The efficiency with which a test measures what is attempts to measure.
TYPES
OF VALIDITY
1.
Content validity
2.
Predictive validity
3.
Concurrent validity
4.
Constructive validity
5.
Face validity
2)
RELIABILITY
The
degree of accuracy, consistency with which an exam, test measures, what it
seeks to measure a given variable.
APPROACHES:
§ Test
re-rest method
§ Alternate
or parallel forms method
§
§ Rational
equivalence method
3)
OBJECTIVITY
A
test is objective, when the scorers personal judgement does not affect the
scoring. It eliminates fixed opinion or
judgement of the person who scores it.
4)
PRACTICABILITY (usuability)
The
overall simplicity of use of a test for both constructor and for learner. It is an important criterion used for
assessing the value of a test.
Practicability depends upon various factors like ease of
administratibility, scoring, interpretation, and economy.
5)
RELEVANCE
The
degree to which the criteria established for selecting the item so that they
conform to the aims of the measuring instrument.
6)
EQUILIBRIUM / EQUITY
Achievement
of the correct proportion among questions allotted to each of objectives and
teaching content.
7)
SPECIFICITY
The
items in a test should be specific to the objectives.
8)
DISCRIMINATION
The
basic function of all educational measurement is to place individuals in a
defined scale in accordance with differences in their achievements. Such a function implies a high discriminating
power on the part of a test.
9)
EFFICIENCY
It
ensures the greater possible number of independent answer per unit of time.
10) time
The
required time to answer items should be provided to avoid hurry, guessing,
taking risks or chances etc.
11)
LENGTH
The
number of items in the test should depend upon the objectives and content of
the topic.
12)
GEST USEFULNESS
Grading
or ranking of the student can be possible with items in the test.
13)
PRECISE AND CLEAR
Items
should be precise, clear so that students can answer well and score marks.
14)
COMPREHENSIVENESS
The
total content and objectives has to be kept in mind while preparing items for
the test.
15)
ADEQUACY
A
measuring instrument should be adequate i.e., balanced and fair. The test should include items, measuring both
the objectives and the content.
16)
EASE OF ADMINISTRABILITY
§ Provision
should be made for the preparation, distribution, collection of test materials.
§ Instruction
should be simple, clear and concise.
§ Practice
exercises will be illustrated.
§ Illustrations
should be clear cut and easily tied up with the appropriate test time.
17.
EASE OF SCROING
Simple
scoring is good. No algebraic
manipulations should be required to get the scores.
18)
EASE OF INTERPRETATION
The
raw scores of a test should be easily converted into meaningful derived scores.
19)
ECONOMY
It
should be computed in terms of the validity of the tests per unit of cost. Economy refers to the cost as well as the
time required for administering and scoring a test.
20)
COMPARABILITY
A
test possesses comparability when scores resulting from its use can be
interpreted in terms of a common base that has a natural or accepted meaning.
21)
UTILITY
It
serves a definite need in the situation in which it is used.
PRINCIPLES
OF EVALUATION
The
principles or guidelines will serve as self checking device for the teacher.
§ The
value of evidence is gained through careful appraisal of teaching learning
process.
§ Evaluation
is a continuous process, the teacher should make a plan of evaluation to cover
the entire course.
§ The
objectives should be stated in terms of behaviour and content, in which the
beavhiour is to be operated.
§ It
determines to what extent the objectives of the course are being met.
§ Identifying
and defining the educational objectives for maximum benefits.
§ Method
of evaluation should be selected on the basis of purpose to be served for and type
of beavhiour to be measured.
§ Comprehensive
evaluation requires variety of evaluation techniques.
§ Proper
use of evaluation technique require awareness about limitation as well as their
strength.
PURPOSE
OF EVALUATION
§ Evaluation
is essential for sound educational decision making.
§ For
an adequate teaching – learning situation evaluation techniques are essential.
§ It
clarifies the aims of education.
§ It
helps in the improvement of the curriculum.
§ It
helps in developing a scientific approach to educational problems.
§ Evaluation
appraises the status and changes in pupil behaviour.
§ Evaluation
aids pupil teacher planning.
§ It
serves as a method of improvement.
§ It
serves as a guiding principle for the selection of supervisory techniques.
§ To
determine the level of students clinical performance at various stages.
§ To
help the students to acquire the possible attitudes, efficient skills and self
direction in their study.
§ It
serves as a means of improving school and community relation.
§ Grading
of students with the intention of grouping and promoting them.
TYPES
OF EVALUATION
R.D. Tennyson in his book,
‘Educational Technology’ described four basic interactive phase.
Phase I - Feasibility evaluation
Phase II - Formative evaluation diagnostic evaluation
Phase III - Summative evaluation or certifying evaluation
Phase IV - Maintenance evaluation
1)
FEASIBILITY EVALUATION
This
activity occurs concurrently with the instructional development problem
analysis phase, teachers and other potential developers should first identify
the instructional problems and then provided recommendations concerning the need
for developing instructional materials.
2)FORMATIVE
EVALUATION
§ It
provides the student with information on his progress or gains.
§ It
must be continuous, it starts with commencement of the programme until the time
he completes it.
§ Informs
the student about the extent of learning is needed to reach the educational
objectives.
3) CERTIFYING EVALUATION OR SUMMATIVE EVALUATION
§ Certifying
evaluation is designed to develop competent personnel from practicing.
§ To
place the students in order of merit.
§ Justifies
the decisions as to whether they should move up to next class or be awarded a
degree or diploma.
§ Carried
out less frequently a the end of a unit or period of instruction.
4.
MAITNENANCE EVALUATION
To
maintain the level upto the mark or the standards. The maintenance evaluation will be carried
out.
STEPS
IN STUDENT EVALUATION
1.
The criteria or acceptable
level of performance of the educational objectives. The objectives should be stated clearly in
measurable terms before any course or programme was planned.
2.
Defining changes in behaviour
expected as educational outcomes.
3.
Describe the situations that
give opportunity for the expression of desired behaviours.
4.
Development and use of
appropriate measuring instruments.
5.
Interpretation of measurement
data by deciding on ways of recording and summarizing the behaviour on the
basis of evidence collected.
6.
Establishing conditions that
permit the students to give her best performance.
7.
Formulation of judgements and
taking of appropriate action.
THE
PROCESS OF EVALUATION
a)
Identifying an defining general
objectives.
b)
Identifying an defining
specific objectives.
c)
Selecting teaching points.
d)
Planning suitable learning
activities.
e)
Evaluating
f)
Using the result as feed back
EVALUATION
TOOLS
EVALUATING
THE STUDENTS
Evaluation
of the student is a continuous ongoing process.
It is necessary to consider the major objectives or purposes of any
course in order to setup the testing programme.
In planning and preparing any examination, the teacher must make
adequate provision for considering all the important outcome of his
instruction.
METHODS
OF EVALUATION
The
method of evaluation used in nursing education related to the assessment of
1.
Knowledge
2.
Attitude
3.
Skills
1. The methods use for assessment of knowledge
are:
a) Subjective type:
Essay type
Descriptive – Narrative type,
comparison, amplification, precise writing, short notes
b) Objective type: Multiple choice
type, matching type, true – false, fill in the blanks, sentence completions
etc.
c) Problem solving type, situational
METHODS
OF ASSESSING ATTITUDE
Interview,
assignments, communicative records, antecdotal records, observation during
performance, critical incident technique, discussion, skills – methods of
assessing.
TOOLS
TO ASSESS SKILLS
Performance
appraisal, rating scale, observation checklist, anecdotal record, cumulative record,
critical incident technique.
COGNITIVE
TESTS
To
assess the intellectual levels of students, cognitive tests will be performed
STANDARDISED
TESTS
Standardization
means uniformity of procedure in scoring, administering and interpreting the
results’.
The
tests which comprises carefully selected items, administered to a number of
samples or group under standard conditions and for which norms have been
established after careful evaluation.
CHARACTERISTICS
§ Constructed
by test experts or specialists.
§ Covers
broad or wide areas of objectives and content.
§ Selection
of items will be done very carefully and the validity, reliability, usefulness
of the test is ascertained in a systematic way.
TEACHER
– MADE TEST
These
are every useful in evaluating the students progress to report parents and
administers.
USES:
§ To
know the ability and achievements of students.
§ Helps
the teacher to assess the strengths, weakness of student.
§ Motivates
the students
LIMITATIONS
§ Tests
are often ambiguous and unclear.
§ They
are either too short or too lengthy.
§ Test
do not cover the entire content.
§ Tests
are usually hurriedly conducted.
EASY
TYPE EXAMINATIONS OR ESSAY TEST
‘An
essay test presents one or more questions or other tasks that require extended
written responses from the persons being tested – ROBERT LE AND DAVID AF.
It
is a test containing questions requiring the student to respond in
writing. It emphasise recall rather than
recognition of the correct alternative – Gilert Sax.
ADVANTAGES
§ Tests
the ability to communicative in writing, depth of knowledge and understanding.
§ The
student can have free to communicate her ability for independent thinking.
DISADVANTAGES
§ Lack
objectivity.
§ Provide
little useful feedback.
§ Takes
long time to score.
§ Limited
content sampling
§ Subjectivity
of scoring
SHORT
OPEN ANSWER TYPE TESTS
The
student responds by selection of one or more of several given alternative by
giving or filling in a word or phrase.
It does not call for an extensive written response.
Questions
should be drafted in such a way that, the answer calls for a predetermined and
precise concept. The answer is expected
in short and can be expressed in different forms. Ideally, only one answer is acceptable.
ADVANTAGE
§ Easy
to score, reliability of the score is improved, quick response.
DISADVANTAGE
§ Difficulty
in construction of reliable items.
OBJECTIVE
TYPE TESTS
To
seek more objective measurement of teaching learning results. A set of standardized stimuli that elicit
samples of behaviour. These tests can be used to measure rating modern,
application of principles and different abilities as well as actual knowledge
depending on the way they are prepared.
FORMS
OF OBJECTIVE TYPE TESTS
Forms
of objective type tests are
a)
Teacher made test
b)
Multiple choice items
c)
Alternate response items
d)
Matching type items
e)
Problem situation test
ORAL
EXAMINATIONS
An
examination consisting of a dialogue where the examiner asks questions and the
candidate will reply.
§ Short
open answers based on educational objectives.
§ MCQ.
§ A
series of questions not necessarily inter related questions.
ADVANTAGES
§ Provides
direct personal contact with the candidates.
§ Provides
opportunity to take mitigating circumstances into account.
§ Provides
flexibility in moving from candidate strong points to weak points.
§ The
candidate has to formulate his own replies without cues.
DISADVANTAGES
§ Lacks
standardization, objectivity and reproducibility of results.
§ Permits
favouritism and possible abuse of the personal contact.
§ Suffer
from undue influence of irrelevant factors.
PRACTICAL
EXAMINATION
To
develop appropriate professional skills over a period of time with consistent
practice. Transportation facilities
should be provided to take the students to the place of examination.
PURPOSES:
§ The
ability of student to give care in a practical situation.
§ The
attitude of the student towards clients.
§ Able
to meet the needs of the client and work along with others.
§ Expertise
in nursing techniques.
ASSESSMENT
TECHNIQUES OF AFFECTIVE AND PSYCHOMOTOR DOMAINS
SCALING
TECHNIQUES
In
social research, scaling techniques are used to measure the attitude and behaviour. One can make judgment about some
characteristic of an individual and place him on a scale which is measuring for
that characteristic.
DEFINTION:
A
scale is a continuum from highest to lowest points and has intermediate points
in between these two extremes.
FACTORS
INFLUENCED SCALING PHENOMENON
1.
Reliability of the scale.
2.
Validity of scale.
USES
1.
To utilize simultaneously a
number of observations on a respondent.
2.
Meaningful responses are
logically arranged in the analysis of attitude and behaviour.
TYPES
OF SCALES
1.
Nominal Scale
2.
Ordinal Scale
3.
Interval [ Cardinal ] Scale
4.
Ratio Scale
RATING
SCALES [DIRECTED OBSERVATION]
‘Rating
techniques are devices by which judgements may be qualified. A rating scale, is a device by which the
opinion concerning a trait can be systematized.
Rate
scale records how much or how well it happened.
Quantitative and qualitative terms will be used.
TYPES
OF RATING SCALES
1.
Descriptive rating scale
2.
Numerical rating scale
3.
Graphic rating scale
4.
Comparative rating scale
ADVANTAGES
OF RATING SCALE
§ Easy
to administer and to score.
§ Can
be used for a large group of students.
§ Wide
range of application.
§ Clarity
of feedback to students
DISADVANTAES
OF RATING SCALE
§ Misuse
can result in a consequent decrease in objectivity.
CHECK
LIST
A
checklist consists of a listing of steps, activities or behaviour which the
observer records when an incident occurs.
A check list enables the observer to note only whether or not a trait or
characteristic is present.
PRINCPLES
TO BE APPLIED
§ The
traits to be rated should be within the students experimental background.
§ Complete
anonymity and confidentiality must, be maintained.
TECHNIQUE
Each
pupil is given a list of description and asked to name the pupil. Who best fit each description. One may include ones own name if one believes
the description suits. The teacher can
readily see which pupils are mentioned most frequently, seldom or not at all
for each characteristic.
ANECDOTAL RECORD
DEFINITION
‘It
is a brief description of an observed behaviour that appears significant for
evaluation purposes’.
‘A
verbal snapshot of an incident.
CHARACERISTICS
(CONTENT) OF ANECDOTAL RECORD
§ A
factual description of an event, how it occurred, what happened, when it
occurred and under what circumstances the
behaviour occurred will be described by the observer i.e., objective
description of pupils behaviour recorded
from time to time, along with observers comments, the treatment [The
interpretation and recommended action should be noted separately from the
description].
PURPOSES
§ To
finish the multiplicity of evidence needed for good cumulative record.
§ To
substitute for vague generalizations about students specific exact description.
ADVANTAGES
§ Supplements and validates of other structured
instruments.
§ Provision
of insight into total behavioural
incidents
§ Use
of formative feedback.
§ Economical
and easy to develop
disadvantage
§ If
carelessly recorded, the purpose will not be fulfilled.
§ Subjectivity
§ Lack
of standardization
§ Difficulty
in scoring
§ Time
consuming
§ Limited
application
CUMULATIVE
RECORD
It
is a record of information concerned appraisal of the individual pupil
maintained in a card kept in one place.
FORM
OF CUMULATIVE RECORD
1.
Card sheet contained in an
envelope.
2.
Printed Folders.
BOOKLET
Content
of Cumulative Record
§ Personal
data
§ Milestones
of growth and development
§ Health
information
§ Psychological
report
§ Vocational
plans
§ Personality
characteristics
§ General
overall remarks
TEACHER
EVALUATION
Teaching is an interactive process
between a teacher and the taught.
I.
Classroom interaction analysis technique
It is used to:
§ Improve
classroom teaching
§ Provides
insight into the nature of class room communication.
§ Modify
teachers behaviours.
DEFINITION
Any
system for coding spontaneous verbal communication arranging the data into a
useful display and then analyzing the results in order to study patterns of
teaching and learning - Chauhan
TEACHER
BEHAVIOUR
It
plays an important role in achieving the desired behavioural modifications
among students.
TEACHERS
BEHAVIOUR IS CLASSIFIED AS
§ Verbal
behaviour eg., explanation, teaching, questioning, demonstrations,
illustrations etc.
§ Non
verbal behaviour eg., movements, using up of audio – visual aids etc
Two types of observational system is
used in analyzing the behaviour.
1.
Sign system; A list of
observable behaviour has to be made. The
observer note down the teachers behaviour and put the neck, which he has
observed.
2.
Category system: The observer
observes the teachers behaviour in a stipulated time in a systematic way.
OTHERS
1.
Flander’s Interaction analysis
category system.
2.
Verbal interaction category
system.
3.
The reciprocal category system.
INTENRAL
ASSESSMENT
Evaluation
is an integral part of the instructional programme. It includes quantative, qualitative
assessment and value judgment.
COMPONENTS
OF INTERNAL ASSESSMENT SYSTEM
A)
Subject wise Assessment
The
suggestive weightage is given below
Unit tests 25
Two term tests 25
Performance tests 10
Home work and class work 10
Term papers (two per subject) 10
Assignments (ten in each subject) 20
Total 100
The
final maximum score in a subject should be 100. a student must obtain a minimum
score of 50 in order to gain promotion to the next higher standard.
ADVANTAGES
OF INTENAL ASSESSMENT
1.
No undue weightage is given to
the final or annual or external examination.
This is logical, psychological and scientific.
2.
Proper study habits are likely
to be developed.
3.
Students will pay attention to
all the activities organized by the school and they will try to participate in
these activities.
4.
Internal assessment helps us to
minimize anxiety and nervous breakdown on.
CONCLUSION
Evaluation
is such an essential part of teaching and learning. Evaluation in education is the process of
judging the effectiveness of educational experience through careful appraisal,
or involves measurement but it is different from it. Evaluation involves a continuous process of
collecting, recording, assembly and interpreting information.
BIBLIOGRAPHY
1.
K.P.NEERAJA, TEXT BOOK OF
NURSING EDUCATION, JAYPEE BROTHERS, MEDICAL PUBLISHER (P) LTD., PAGE NO.419-446.
2.
B.T.BASAVANTHAPPA, NURSING
ECUCATION, JAYPEE BOTHERS, MEDICAL PUBLISHERS (P) LTD., PAGE NO.477-504.
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