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

§  Split half 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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