The document discusses evaluation in education, including defining evaluation, purposes of evaluation such as providing feedback and modifying learning activities, the basic components of evaluation including audience and purpose, differentiating evaluation from assessment, the types of evaluation including formative, summative, and program evaluation, and selecting appropriate evaluation methodologies according to educational objectives and domains.

1. Measuring Learning OutcomesMeasuring Learning Outcomes
EvaluationEvaluation
ObjectivesObjectives::
By the end of the lecture, the student will be ableBy the end of the lecture, the student will be able
to:to:
 Define evaluation in educationDefine evaluation in education
 State purposes of evaluation (why we evaluate?)State purposes of evaluation (why we evaluate?)
 List five basic components of evaluationList five basic components of evaluation
 State what we want to evaluate?State what we want to evaluate?
 Differentiate between evaluation and assessmentDifferentiate between evaluation and assessment
 List steps of student evaluationList steps of student evaluation
 Identify different types of evaluationIdentify different types of evaluation
 Select appropriate evaluation Methodologies accordingSelect appropriate evaluation Methodologies according
educational objectives and domains to be evaluatededucational objectives and domains to be evaluated
 Mention qualities of testMention qualities of test

2. IntroductionIntroduction
D-Implement
Educational
Program
G-Improvement
the Educational
Program
A-Needs Assessment
F-Feedback to
1- Learner
2- Teacher
3-Organization
E-Evaluate the
Educational
Program
B-Educational objectives
1- Cognitive
2- Psychomotor
3-Attitude
C-Plan and Design
Educational Program
1-Content
2-Method
3- Material
4-Evaluation methodology
5-Environment

3. Definition of evaluationDefinition of evaluation
•Evaluation is defined as a systematicEvaluation is defined as a systematic
process by which theprocess by which the worthworth oror valuevalue ofof
somethingsomething isis judged.judged.
Evaluation in education can be defined as aEvaluation in education can be defined as a
continuous process based upon criteria whichcontinuous process based upon criteria which
cooperatively developed (Table 7.1) andcooperatively developed (Table 7.1) and
concerned with measurement ofconcerned with measurement of ::
The performance of learners.The performance of learners.
The effectiveness of teachersThe effectiveness of teachers
The quality of the programThe quality of the program

4. EvaluationEvaluation . . ...... . . . .. . ...... . . . .of whom?of whom?
of what?of what?
StudentsStudents
TeachersTeachers
Programmes and coursesProgrammes and courses
in relation to what?in relation to what?
In relation to educational objectives.In relation to educational objectives.

5. Purposes of evaluation (why we evaluatePurposes of evaluation (why we evaluate?(?(
Incentive to Learn (motivation)Incentive to Learn (motivation)
Feedback to studentFeedback to student
Modification of Learning ActivitiesModification of Learning Activities
Selection of studentsSelection of students
Success or failureSuccess or failure
Feedback to teacherFeedback to teacher
School public relationsSchool public relations
Protection of societyProtection of society (certification of competence)(certification of competence)

6. components of evaluationcomponents of evaluation
Five basic components of evaluationFive basic components of evaluation ::
(1)(1) audience,audience,
(2)(2) purpose,purpose,
(3)(3) questionsquestions
(4)(4) scope, andscope, and
(5)(5) resourcesresources
To determine these components, ask the following questions:To determine these components, ask the following questions:
 For whatFor what audienceaudience is the evaluation being conducted?is the evaluation being conducted?
 For whatFor what purposepurpose is the evaluation being conducted?is the evaluation being conducted?
 WhatWhat questionsquestions will be asked in the evaluation?will be asked in the evaluation?
 What is theWhat is the scopescope or the evaluation?or the evaluation?
 WhatWhat resourcesresources are available to conduct theare available to conduct the
evaluation?evaluation?

7. Different between evaluation &AssessmentDifferent between evaluation &Assessment
While assessment and evaluation are highlyWhile assessment and evaluation are highly
interrelated and are often usedinterrelated and are often used
interchangeably as terms,interchangeably as terms, they are notthey are not
synonymous.synonymous. The process of assessment isThe process of assessment is
to gather, summarize, interpret, and use datato gather, summarize, interpret, and use data
to decide a direction for actionto decide a direction for action.. The processThe process
of evaluation is to gather, summarize,of evaluation is to gather, summarize,
interpret, and use datainterpret, and use data to determine theto determine the
extent to which an action was successful.extent to which an action was successful.

8. Cont.Cont. Different between evaluation &AssessmentDifferent between evaluation &Assessment
TheThe primary differencesprimary differences between these two termsbetween these two terms
are those ofare those of timing andtiming and purposepurpose.. For example, anFor example, an
education program begins with an assessmenteducation program begins with an assessment
of learners' needsof learners' needs.. From the perspective ofFrom the perspective of
systems theory,systems theory, assessment dataassessment data might be calledmight be called
the"inputthe"input."." While the programWhile the program isis beingbeing
conductedconducted,, periodic evaluationperiodic evaluation lets the educatorlets the educator
knowknow whether the program and learners arewhether the program and learners are
proceed as plannedproceed as planned.. After program completionAfter program completion
evaluation identifies whether and to whatevaluation identifies whether and to what
extent the identified needs were met.extent the identified needs were met.

9. steps of student evaluationsteps of student evaluation
Four steps of student evaluationFour steps of student evaluation
The criteria (acceptable level of performance) of theThe criteria (acceptable level of performance) of the
educational objectiveseducational objectives
Development and use of measuring instrumentsDevelopment and use of measuring instruments
Interpretation of measurement dataInterpretation of measurement data
FormulationFormulation of judgments and taking of appropriateof judgments and taking of appropriate
actionaction

10. Types of EvaluationTypes of Evaluation
Five basic types of evaluation includeFive basic types of evaluation include::
1.1. process,process,
2.2. content,content,
3.3. outcome,outcome,
4.4. impact, andimpact, and
55.. program.program.
These types ranged from theThese types ranged from the simplesimple ((processprocess
evaluationevaluation) to the) to the complexcomplex ((impactimpact
evaluation).evaluation).

11. Types of EvaluationTypes of Evaluation

12. Types of EvaluationTypes of Evaluation
1. Process (Formative) Evaluation1. Process (Formative) Evaluation
 The purpose of this evaluation is toThe purpose of this evaluation is to make adjustmentsmake adjustments
in an educational activityin an educational activity as soon as they are neededas soon as they are needed,,
whether those adjustments be in personnel, materials,whether those adjustments be in personnel, materials,
facilities learning objectives, or even attitudefacilities learning objectives, or even attitude
 Adjustments may need to beAdjustments may need to be made after one class ormade after one class or
session before the next is taughtsession before the next is taught , so process evaluation, so process evaluation
occursoccurs more frequently during and throughout everymore frequently during and throughout every
learning experience than any other type.learning experience than any other type.
This ongoing evaluation prevent problems beforeThis ongoing evaluation prevent problems before
they occur or identify problems as they arisethey occur or identify problems as they arise

13. Types of EvaluationTypes of Evaluation
2. Content Evaluation2. Content Evaluation
The purpose of content evaluationThe purpose of content evaluation is to determineis to determine
whether learners have acquired the knowledge or skillswhether learners have acquired the knowledge or skills
taught during the learning experience,taught during the learning experience, as taking placeas taking place
immediatelyimmediately after the learning experience to answer theafter the learning experience to answer the
question "question "To what degree did learners achieve specifiedTo what degree did learners achieve specified
objectives?"objectives?"
Examples:Examples:
- Asking a patient to give a return demonstration- Asking a patient to give a return demonstration
immediately after observing itimmediately after observing it
- Asking participants to complete a cognitive test- Asking participants to complete a cognitive test at theat the
completion of a 1-day seminar.completion of a 1-day seminar.
Content evaluation as the level is inContent evaluation as the level is in between process andbetween process and
outcomeoutcome evaluation levels. In other words, contentevaluation levels. In other words, content
evaluation can be considered asevaluation can be considered as focusing on how thefocusing on how the
teaching-learning process affectedteaching-learning process affected immediateimmediate,, short-termshort-term
outcomesoutcomes

14. Types of EvaluationTypes of Evaluation
3.3. Outcome (Summative) EvaluationOutcome (Summative) Evaluation
The purpose of outcome or summative evaluationThe purpose of outcome or summative evaluation is tois to
determine the effects or outcomes of teaching effortsdetermine the effects or outcomes of teaching efforts. Its. Its
intent isintent is to sum what happened as a result of educationto sum what happened as a result of education..
Outcome evaluation occurs after teaching has beenOutcome evaluation occurs after teaching has been
completed or after a program has been carried out, it iscompleted or after a program has been carried out, it is
focusing on measuring long-term change that persistsfocusing on measuring long-term change that persists
after the learning experienceafter the learning experience..
Guiding questions in out- come evaluationGuiding questions in out- come evaluation
include the following:include the following:
•• Was teaching appropriate?Was teaching appropriate?
•• Did the individual(s) learn?Did the individual(s) learn?
•• Were behavioural objectives met?Were behavioural objectives met?

15. Types of EvaluationTypes of Evaluation
4. Impact Evaluation4. Impact Evaluation
The purpose of impact evaluation is to:-The purpose of impact evaluation is to:-
 Determine the relativeDetermine the relative effects of educationeffects of education onon
thethe institutioninstitution or the community. obtainor the community. obtain
information thatinformation that will help decide whetherwill help decide whether
conducting an educational activityconducting an educational activity is worth itsis worth its
cost.cost.
 The scope of impact evaluation is broader,The scope of impact evaluation is broader,
moremore complex, and usuallycomplex, and usually more long termmore long term
than thatthan that ofof process, content, or outcomeprocess, content, or outcome
evaluationevaluation
 Outcome evaluation wouldOutcome evaluation would focus onfocus on coursecourse
objectiveobjective,, whereas impactwhereas impact
evaluation wouldevaluation would focus onfocus on course goalcourse goal..

16. Types of EvaluationTypes of Evaluation
5. Program Evaluation5. Program Evaluation
The purpose of total program evaluationThe purpose of total program evaluation is tois to
determine the extent to which all activities for andetermine the extent to which all activities for an
entire program over a specified period of time meetentire program over a specified period of time meet
or exceed goals originally established.or exceed goals originally established.
Example Guiding question appropriate for a totalExample Guiding question appropriate for a total
program evaluation from this perspective might beprogram evaluation from this perspective might be
""To what extent did programs undertaken by facultyTo what extent did programs undertaken by faculty
members of the nursing college academic demembers of the nursing college academic de­­
partments during the year accomplish annual goalspartments during the year accomplish annual goals
established by the departments?"established by the departments?"

17. Types of EvaluationTypes of Evaluation
Cont .Cont . Program EvaluationProgram Evaluation
 The scope of program evaluation is broad,The scope of program evaluation is broad,
generally focusing ongenerally focusing on overall goalsoverall goals rather than onrather than on
specific objectivesspecific objectives..
It isIt is encompassing all aspects of educationalencompassing all aspects of educational
activityactivity (e.g., process, content, outcome, impact)(e.g., process, content, outcome, impact)
with input from all the participants (e.g., learnwith input from all the participants (e.g., learn­­ers,ers,
teachers, institutional representatives, comteachers, institutional representatives, com­­munitymunity
representatives).representatives).
The time period over which data are collected mayThe time period over which data are collected may
extend from several months to 1 or more yearsextend from several months to 1 or more years,,
depending on the time frame established fordepending on the time frame established for
meeting the goals to be evaluated.meeting the goals to be evaluated.

18. Evaluation MethodologiesEvaluation Methodologies
Methods of evaluation must be selected according to educational objectives andMethods of evaluation must be selected according to educational objectives and
domains to be evaluated . Below are different evaluation methods fordomains to be evaluated . Below are different evaluation methods for
each educational domains .each educational domains .
Cognitive DomainCognitive Domain
Written testWritten test
 Objective type ( Matching , Multiple choice , True & false , ShortObjective type ( Matching , Multiple choice , True & false , Short
answers)answers)
 Subjective type (Long answer , Simulation)Subjective type (Long answer , Simulation)
Oral testOral test
 Observational rating scaleObservational rating scale
 QuestionnaireQuestionnaire
Attitude DomainAttitude Domain
 Direct observationDirect observation
 Rating scaleRating scale
 ChecklistChecklist
Psychomotor DomainPsychomotor Domain
 Direct observationDirect observation
 Practical testsPractical tests
 In real SituationIn real Situation
 In simulation conditionIn simulation condition

19. Qualities of a testQualities of a test
Directly related to educational objectivesDirectly related to educational objectives
Realistic & practicalRealistic & practical
Concerned with important & usefulConcerned with important & useful
mattersmatters
Comprehensive but briefComprehensive but brief
Precise & clearPrecise & clear