5. • Purpose of Evaluation
• Role of Evaluation in
educational cycle
• Student Evaluation – What
for
• Characteristics of evaluation
• Process of Evaluation
6. • Common defects of
examinations
• Selecting evaluation
instruments
• Test Blue Print Design
• Evaluation Tools – Methods
• Trends concerning the
Evaluation of clinical skills
7. • Characteristics of constructive
feedback
• Facilitating behavior of an
Instructor
• Interference behavior
• Problems of Evaluation
• Helping students of learn from
the Test
8. • Helping yourself learn from the
test
• Returning test papers
• Dealing with an agrieved student
• What do you do with student
who missed the test
• Notice to all teachers
10. • Update knowledge regarding
various evaluation strategies
• Understand different tools and
techniques used in evaluation
• Identify different evaluation
strategies and their application in
different settings
• Discuss basic item analysis and
sociometry
13. E – Value
It is a systematic process of
determining the extent to which
instructional objectives and
qualitative descriptions of
learners and value judgment
concerning the desirability of
that behavior
14. Evaluation is a process of
determining the extent
to which instructional
objectives are achieved
by learner.
18. Examinations and statistics were done 400 BC
1873 :- Nurse Report Cards.
Concern over Evaluation.
1921:- Efficiency reports.
Students detained on ‘ Whims’ .
Long and tortured History of
clinical evaluation.
1930:- Check lists – Personality
Assessment.
19. 1940:- World War II – disuse of
checklist
1959:- Self Evaluation
1963:- Critical Incident Report
1970:- Behavior Checklist
1980:- Competency based
1992:- Formative Summative
Evaluation
25. 1.Incentive to learn, motivation
2.Feedback to students
3.Modification of learning activities
4.Selection of students
5.Success or failure
6.Feedback to teacher
7.School – Public relations
8.Protection of society
32. • Identify the purpose of Evaluation
• Identify the time frame
• Determining when to Evaluate
• Select the Evaluators
• Choose an Evaluation design/
model
33. • Select the Evaluation instruments
• Collect data
• Interpret data
• Report the findings
• Consider the cost of evaluation
37. • Measurement purpose
• Inference level
• Validity + Reliability
• Feasibility
• Effect on students
38. TEST BLUE PRINT -
DESIGNING
Consider
oObjectives of the course, major
concepts
oThe duration of Teaching
oLevel of learning outcome
oWeightage and points
40. E.g. Fundamentals of Nursing 4, 5 and
6 units
Content Process Marks Weightage
Knowledge Comprehension Aplication Analysis Synthesis Evaluation Total
Unit
4
10 12 10 4 4 10 50
Unit
5
5 6 5 2 2 5 25
Unit
6
5 6 5 2 2 5 25
20 24 20 8 8 20 100
41. Decide:- How many questions,
weightage, to be given, how
much time for each questions in
one hour paper.
Teacher should take the test and
allow three times more time to
the students
51. Greater emphasis on
relating objectives to
evaluation.
More focus on student
learning as the function of
clinical evaluation.
52. Increased attention to the
clinical evaluation process
as a vehicle for
instructional improvement
More involvement of the
students in clinical
evaluation
53. Provision for observers
training to improve reliability
among faculty evaluation
Increased use of stimulation
techniques
Use of patients records as
instrument for clinical
evaluation
54. Renewed efforts towards dealing
effectively with the issue of
grades and clinical evaluation
Combined clinical evaluation
methods for more comprehensive
evaluation
56. Feedback should be descriptive
rather than evaluative
Specific rather than general
Focus on behavior rather than on
personality
Feedback involves sharing of
information rather than giving
advice
Well timed
57. Amount of information is limited
to what recipient can use
Feedback be solicited rather than
imposed
Feedback can be verified or
checked to determine degree of
agreement from others
Avoid collusion
64. Make them to study the
subjects.
Constructive feedback from
the teacher guides and
corrects.
Students see their progress
helps build self efficacy.
66. Helps to diagnose student
weakness
Reveal areas of teaching failed to
achieve its purposes
Recognize students problems in
understanding
Improve the test
67. RETURNING TEST
PAPERS
Discussion the test in worthwhile
use of time
Help students to assess their own
learning
Discuss common errors and suggest
strategies to avoid such problems
Explain what answers are expected
69. Be calm
Listen to the complaints
If grade to be changed, do it
If not, help the student to find
alternative models of study
Ask them to write the complaint
in a paragraph to be considered
70. What do you do about
the student who missed
the test?
Only take the average of the
test she has done..
72. PURPOSES
• This tells us;
1. How easy is the item, how many students
answered it right.
2. Is the item measuring the same thing as the
rest of the test.
3. Does it discriminate between the good and
weak students.
4. It gives feedback information to improve the
items for future reuse.
5. Helps to eliminate defective items.
73. NOTICE TO ALL
TEACHERS
You are reminded that
evaluation of education
must begin with a clear
and meaningful definition
of its objectives
74. We don’t care how hard the
students tried, we don’t care
how close she got… Until she
can perform she must not be
certified as being able to
perform.
R.F. Mager
