2. MR. AARON GOGATE
BASIC BSC(N)
SAVITRIBAI PHULE
COLLEGE OF
NURSING, KOLHAPUR

3. MEANING
 ‘To evaluate’ means ‘to ascertain the
value or amount of appraisal
carefully’
 It is concerned with provision of
learning experience, increasing the
capabilities to perform certain
functions

4. DEFINITION
 Qualitative aspect of determining the outcomes of
learning.
 Process of ranking with respect to attributes or trait
 Appraising the extent of learning
 Judging effectiveness of educ. experience
 Interpreting and analyzing changes in behaviour
 Describing accurately quantity and quality of thing
 Summing up results of measurement or tests giving
meaning based on value judgments
 Systematic process of determining the extent to which
instructional objectives are achieved

5. EDUCATIONAL EVALUATION
 It emphasizes for the development of
more adequate technique of assessing a
pupil’s growth and development.
 It puts the individual and not the subject
in the centre.
 Puts more stress in Learning than
Teaching.

6. PRINCIPLES OF EVALUATION
1) The value of evidence is gained through
careful appraisal of Teaching-Learning
process.
2) It is a continuous process, the teacher should
make a plan for evaluation to cover the entire
course.
3) The objectives should be stated in terms of
behavior and content.
4) It determines to what extend the objectives
of the course is met or not.

7. 5) Identify and Define the Educational
objectives for benefit.
6) Methods of evaluation should be selected on
the basis of purpose and type of behavior to
be measured.
7) Comprehensive evaluation requires variety of
evaluation techniques.
8) Adequacy of experience should be made in
terms of excellence and quality of experience.

8. PURPOSES OF EVALUATION
1. Essential for sound educational decision-making.
2. To attain educational goals and ascertain have
been reached or not.
3. For adequate Teaching-Learning situation.
4. It clarifies aims of education
5. Helps in improvement of curriculum.
6. Appraises the status and changes in pupil
behavior.
7. Familiarizes the Teacher with the nature of pupil
learning, development and progress.

9. 8. It appraises the Teacher ‘s/Supervisor’s
competence.
9. Serves as a method of improvement.
10. Encourage students learning by measuring their
achievement and informing their success.
11. Determine how far the objectives of teaching in
particular subject are being realized or to see
whether the teacher’s method and the
experiences, which he organizes for children.

10. SCOPE OF EVALUATION
 EFFECTIVENESS OF APPRAISAL OR METHODS OF
INSTRUCTION
 IDENTIFIES THE PUPIL’S STRENGTH AND
WEAKNESSES
 PROVIDES BASELINE FOR GUIDANCE AND
COUNSELLING
 PLACEMENT AND PROMOTIONS IN JOBS
 DEVELOPMENT OF
ATTITUDES, INTERESTS, CREATIVITY, SKILLS
 DEVELOPMENT TOOLS, TECHNIQUES AND
CURRICULUM

11. ASSESSMENT METHODS
 THERE ARE THREE TYPES OF ASSESSMENT
METHODS MENTIONED AS FOLLOWS:-
A. ASSESSMENT OF KNOWLEDGE-Essay type
questions, Short answer question, Multiple choice
question.
B. ASSESSMENT OF SKILLS- Checklist, Anecdotal
record, Practical exam, Objective structured clinical
examination(OSCE)
C. ASSESSMENT OF ATTITUDES-Scaling technique,

12. ESSAY TYPE QUESTIONS
 It is a test containing questions requiring the
student to respond in writing.
 It emphasizes recall rather than recognition
of correct alternatives.
 The student prepares his/her own answers.
 Handwriting, spellings, neatness, organizatio
n are also considered in scoring.

13. FEATURES:-
i. No answer can be considered throughout and
correct.
ii. The examinee is permitted freedom of response.
iii. The answers vary in their degree of equality or
corrections.
TYPES:-
A. EXTENDED RESPONSE-no restriction is placed on
the student on the point he/she discusses.
B. RESTRICTED RESPONSE-Student will have less
scope, limited nature in the form, because he is told
specifically the context in which his answer is to be
made.

14. PRINCIPLES IN PREPARATION:-
i. Do not give too many lengthy questions.
ii. Avoid phrases e.g. ‘Discuss briefly’.
iii. Words should be clear and simple, unambiguous and
carefully selected.
iv. Do not allow too many choices.
v. According to level of students’ difficulty and
complexity items has to be selected.

15. SCORING PROBLEM:-
I. For every question, set out elements which according
to you, should appear in the answer by point scoring
system.
II. When 2 or more teacher’s correct the same test, they
should agree on the scoring procedure before the test
and correct the answer scripts.
III. The time allowed and the marks allotted will act as a
guide to the students to answer the questions.

16. ADVANTAGES:-
i. Tests the ability to communicate and writing.
ii. Freedom of expressing and communicate.
iii. Requires short-time for the teacher to prepare the
test.
iv. Applicable for all the school subjects.
DISADVANTAGES:-
i. Lack objectivity.
ii. Takes long time to score.
iii. Limited content sampling.
iv. Contaminated by wrong
spellings, handwriting, neatness, grammar.
v. Mood of examiner.
vi. First impression.
vii. Improper comparison of answers(bright and dull)

17. SHORT ANSWER QUESTIONS
 The students response by selection of one or
more of several given alternatives by giving
words or phrases.
 It does not call for an extensive written
response.
 The answer is been expected as short and can
be expressed in different forms.
 Ideally, only one answer is acceptable.

18. PRINCIPLES FOR PREPARATION:-
i. Use action oriented precise verbs.
ii. Each item should deal with important
content area.
iii. Question can be as long as possible, but
answer should be short.
iv. Use precise, simple and accurate language I
relation to the subject matter area.
v. Provide the necessary space for answers
below each question asked

19. ADVANTAGES:-
I. Easy to score.
II. Reliability of the score is improved.
III. Quick response.
DISADVANTAGES:-
I. Difficulty in construction of reliable items.

20. MULTIPLE CHOICE QUESTIONS
 These are the most flexible and most effective of
objective type items and consists of 2 parts:-
A. THE STEM-which represents the
problem, presented in the form of an
incomplete statement or a question.
B. THE OPTION/RESPONSE-the list of
possible/correct answers or possible distracters.

21. PRINCIPLE OF PREPARATION:-
i. Have enough content in the stem with less distracters
but avoid lengthy stem.
ii. Use positive statements in the stem. If negative
statements is to be used then underline or write in
capital letters, so that it will not be overlooked.
iii. Stem consists of complete statement, not just a single
word.
iv. Place all common elements in the stem to add up
simplicity and compactness to the item.
v. The stem of one should not suggests the answer to
another.
vi. Eliminate all unrelated details from an item.

22. vii. Use plausible or logical distracters.
viii. Avoid the use of clues that may suggests correct
answer.
ix. Be cautious of the use of ‘none of the above’ as a
distracter or as a correct answer.
x. When dealing with items that have numerical
answers, arrange them in order from large to small or
vice-versa.
xi. Arrange the place for the correct answer, in such a
way that, for a test as a whole, no letter
corresponding to a given answer appears more
frequently than some other letter.

23. ADVANTAGES:-
i. Ensures reliability, objectivity and validity.
ii. Provides constructive criticism.
iii. The range and variety of facts can be
samples in given time.
iv. Provides precise measurement of higher
processes.
v. Provides detailed feedback for student as
well as teachers.
vi. Easy and rapid to score.

24. DISADVANTAGES:-
i. Takes long time to construct in order to
avoid arbitrary and ambiguous questions.
ii. Also require careful preparations to avoid
questions testing only recall.
iii. Provides cues that do not exist in practice.
iv. Costly, when a group is small to respond.

25. VARIATIONS IN MULTIPLE CHOICE FORMAT:-
A. ONE CORRECT ANSWER-simplest type. One correct
option and other incorrect options.
B. BEST ANSWER-the student is told to select the best
answer.
C. ANALOGY-the student is required to deduce
relationship that exists between the two first parts.
e.g. Lack of iron content: anemia::lack of iodine
content: ……………
a)cretinism b)myxoedema c)goitre
D. RESERVE TYPE-all but one answer is correct.
Selection of the incorrect answer.

26. LIMITATIONS:-
i. Difficult to construct.
ii. Requires more skill.
iii. Requires more time to prepare.
iv. Teachers cannot always think of plausible
distracters.
v. Tendency of Teachers to write multiple choice
items demanding only factual recall.
vi. Requires more time to students to respond.
vii. Not well adapted for measuring the ability to
organize and present ideas.
viii. Require more space per item.

27. OBSERVATIONAL CHECKLIST
 A checklist consists of a listing of
steps, activities or behavior which the observer
records when an incident occurs.
 A checklist enables the observer to note only
whether or not a trait or characteristics is
present.

28. SUGGESTION TO FOLLOW WHILE USING
CHECKLIST:-
i. Checklist should be directly related to learning
objectives.
ii. It needs to be confined to performance areas that can
be assessed by positive and negative criteria.
iii. Use checklist when ascertaining a trait or
characteristics is present or absent.
iv. Clearly specify the traits to be observed.
v. Have a separate checklist for each candidate.
vi. Multiple observation provide a more accurate
assessment.
vii. Student should be evaluated in natural setting.

31. ANECDOTAL RECORDS
DEFINITION:-
It is a brief description of an observed behavior
that appears significant for evaluation purposes.
An objective description by the teacher of a
significant occurrence or an episode in the life of the
student.

32. CHARECTERISTICS:-
 A factual description of an event in which:-
i. How it occurred,
ii. When it occurred,
iii. Under what circumstances it occurred,
iv. The treatment…….
 Each anecdotal should be of one incident.

33.  PURPOSES:-
1) To stimulate teachers to look for information i.e. to
help student in self-adjustment.
2) The teacher is able to understand her pupil in
realistic manner.
3) It provides healthy pupil-teacher relationship.
4) Helps the student to improve in their behavior, as it is
a direct feedback of an entire observed incident.
5) Can be used by students for self appraisal and peer
assessment.

34.  PRINCIPLES:-
 Concentrate on only one on two behavior observation should
be selective.
 Record should be complete.
 They should be kept by all teacher and not only by the student
teacher.
 Record the incident or action as soon as possible after it has
happened.
 They should have a compiled and field.
 The teacher should have practice and training in making
observation and writhing Anecdotal Record.
 Name of the student, Class and School, date of observation
 Setting background of the incident.
 Interoperation of the behavior.
 Recommendation concerning the behavior.

35.  ADVANTAGES:-
1) Provision of insight into total behavioral incidents.
2) Use of formative feedback.
3) Economical and easy to develop.
 DISADVANTAGES:-
1) If careless recorded, the purpose will not be fulfilled.
2) Subjectivity.
3) Lack of standardization.
4) Difficulty in scoring.
5) Time consuming.

36.  For example:-
 Dated : 09-10-2010 Reena is seen in library, sitting in a
corner, preparing nursing care plan of cardiovascular disease.
Dated : 13-10-2010 Reena found to be only girl responding
to the teacher's questions on cardiovascular Nursing.
Dated : 16-10-2010 Reena was caught reading a book
Medical-Surgical Nursing during "Community Health
Nursing" and was asked to leave the room.
 Recommendation: Reena should been courage to do mean in
Medical Surgical Nursing and also not to neglect
Community Health Nursing and then other subjects

37. 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.

38.  PURPOSES:-
To assess:-
 The ability to give care in practical situation.
 Attitude of student towards client.
 Able to meet the needs of client.
 Expertise in nursing techniques.
 Ability to give best care as possible.
 Skills in proper recording and reporting.

39.  PHYSICAL ARRANGMENT FOR CONDUCTING
EXAM:-
 Permission from nursing superintendent and ward in-
charges to conduct examination in the hospital.
 Selection of examination centre in advance depending
on specialties offered.
 Varieties of nursing care situation, facilities of
equipment and supplies, place for examiners all things
are to be kept in mind.
 To practice nursing procedures required equipment
has to be placed.

40.  ADVANTAGES:-
 Provides the opportunity to test all the senses in
realistic situation.
 Possibility of performance evaluation in clinical
situation.
 Tests for investigate abilities.
 Attitudes of the student can be observed and tested.
 Rapport will be established.

41.  DISADVANTAGES:-
 Lacks standardization conditions in bedside
examination/providing care/doing procedure with
patients of varying degrees of cooperativeness.
 Limited feasibility for large groups.
 Difficulties in arranging for examiners to observe
candidates demonstrating the skills to be tested.
 Emergencies in the wards can be a hindrance.
 Takes longer time to complete the examination for
the entire group.

42. OBJECTIVE STRUCTURED LINICAL
EXAMINATION
 Objective Structured Clinical Examination
(OSCEs) is a form of performance-based testing
used to measure candidates’ clinical competence.
 During an OSCE, candidates are observed and
evaluated as they go through a series of stations in
which they interview, examine and treat
standardized patients (SP) who present with some
type of medical problem.

43.  Features of the Objective Structured Clinical
Examination (OSCEs):-
 Stations are short
 Stations are numerous
 A pre-set structured mark scheme is used hence……reduced
examiner input and discretion
 Emphasis on what candidates can do rather than what they
know
 The application of knowledge rather than the recall of
knowledge
 5 minutes most common (3-20 minutes)/each patient
 (minimum) 18-20 stations/2 hours for adequate reliability
 Written answer sheets or observer assessed using checklists
 Examination hall is a hospital ward
 Atmosphere active and busy

44. STEPS:-
Registration
Orientation
Escorting to exam position
Station Instruction Time
The Encounter
Post Encounter Period
Repeat Steps 4 to 6
Exam ended / Escorting to dismissal area

45. SCALING TECHNIQUE
A Scale is a continuum from highest and
lowest point and has intermediate points in
between two extremes.
The Scaling technique consists of
questionnaires where the score of individual’s
responses gives him a particular place on the
scale.

46. USES:-
 To utilize simultaneously a number of observation on
a respondent.
 Meaningful responses are logically arranged in the
analysis of attitude and behavior.
 To evaluate skills, outcomes, activities, attitudes and
characteristics.

47. RATING SCALE:-
Rating is a assessment of a person by another person.
Rating scale records how much or how well it
happened. Quantitative or qualitative terms will be
used.
TYPES OF RATING SCALE:-
i. Descriptive rating scale
ii. Numerical rating scale
iii. Graphic rating scale

48. PRINCIPLES:-
i. Directly relate to learning objectives.
ii. Needs to confined to performance areas that can be
observed.
iii. Clearly define the specific trait.
iv. Trait should be readily observable.
v. 3 to 7 rating positions may need to be provided.
vi. There should be provision of omitting items.
vii. All raters should be well oriented to the specific scale.
viii. The rater should be unbiased and trained.
ix. Have expert and well informed raters.

49. ADVANTAGES:-
I. Easy to administer and to score
II. Can be used for a large group of students.
III. Wide range of application
IV. Clarity of feedback to students
DISADVANTAGES:-
i. Misuse can result in a consequent decrease in
objectivity.

50. ATTITUDE SCALE:-
 Used for measuring social attitudes.
 Questionnaires is prepared, an object or system will be
allotted for each item.
 Some relevant or direct statements will also be used to
reveal the attitude.
TYPES:-
1) Point scale
2) Differential scale
3) Summated or likert scale
4) Scalogram
5) Semantic scale

51. POINT SCALE

52. DIFFERENTIAL SCALE