EVALUATION,BSC NURSING ,NURSING EDUCATION.pptx

EVALUATION: ASSESSMENT

EVALUATION The term evaluation is derived from the word ‘valoir’ which means ‘to be worth’. Evaluation is the process of judging the value or worth of an individuals achievements or characteristics. Evaluation is a decision making process that leads to suggestions for actions to improve participants’ effectiveness and program efficiency.

EVALUATION MEANING The term evaluation is derived from the word ‘valoir’, which means ‘to be worth’. Evaluation is the process of judging the value of worth of an individual’s achievements or characteristics

DEFINITION Evaluation is the process of determining to what extent the educational objectives are being realized. (Ralph Taylor) Evaluation is a systemic examination of educational and social progress. (Conbach.et al) Evaluation involves assessing the strengths and weaknesses of programs, policies, personnel, products, and organizations to improve their effectiveness. (American Evaluation Association)

DEFINITIONS It is the systematic collection and interpretation through systematic and formal means of relevant information which serves as a basis for rational judgments in decision situation. Dressel

ASSESSMENT Assessment: Assessment is used in situations where the procedures involve more objective instruments and when these instruments are measuring personal attributes. The term assessment is used when a numerical value is not involving The word ‘assess’ comes from the Latin verb ‘assidere’ meaning ‘to sit with’. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system.

DEFINITIONS ASSESSMENT: “Assessment is the process of documenting, usually in measurable terms, knowledge, skill, attitudes, and beliefs.” “Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task.” ___ Harlen, Gipps, Broadfoot,Nuttal,1992

NATURE OF EVALUATION Evaluation in educational context implies broad programme that examines achievements, attitude, interests, personality, traits and skills factors which are taken into consideration. Thus cognitive, affective and psychomotor learning outcome is measured in the evaluation process. The evaluation is a two part process. The first part of evaluation is the determination of what is to evaluate (Goal) and The second part is the judgment of whether the goals are being achieved.

PURPOSES OF EVALUATION The overall purpose will be to provide information to enable each student to develop according to his potential with in the frame work of educational objectives. Bloom stated the following purposes:- 1) To discover the extent of competence through which the student have developed in initiating, organizing and improving his/her day to day work and to diagnose his/her strength and weakness with a view to further guidance. 2) To appraise the status of and changes in student’s behaviour. 3) To assess the student’s progress from time to time and disclose student’s needs and possibility. 4) To predict the student’s future in academic success. 5) To provide basis for modification of the curriculum and course. 6) To motivate students for better attainment and growth. 7) To improve instructional and measuring devices. 8) To locate areas where remedial measures are needed.

PURPOSES OF EVALUATION To provide short-term goals to the students to work towards the achievement of educational objectives. To clarify the intended learning outcome. To diagnose the strengths and weaknesses of students. To encourage student learning by measuring their achievement and informing them about their success. To assess the student's progress throughout the year. To determine whether a particular student is competent enough to be advanced to the next class. To report the student's progress to parents.

PURPOSES OF EVALUATION IN NURSING

PURPOSES OF EVALUATION IN NURSING To determine the level of knowledge and understanding of the students at various times. To determine the level of student’s clinical performance at various stage. To diagnose each student’s strength and weakness and to suggest remedial measures. To encourage student’s learning by measuring their achievement and inform them their success. To help students to acquire the attitude of and skills in self evaluation and self directing in their study. To provide motivation in practicing critical thinking, the application of principle, the making of judgment, etc. To estimate the effectiveness of teaching and learning technique, of subject content and instructional media in reaching the goals. To gather information for administrative purpose such as selecting students for higher courses, placement of students for advanced training, etc.

SCOPE OF EVALUATION a) Certification b) Feedback c) Monitoring the program d) Safeguarding the public e) Baseline for guidance and counseling f) Placement and promotion in job g) Development of tools and techniques and appraise the methods of instructions.

SCOPE OF EVALUATION Value judgment Ascertaining the extent to which the educational objectives have been attained Effectiveness of appraisal or methods of instruction Identifies pupil’s strength and weakness, difficulties and problems, needs and demands Provides baseline for guidance and counseling Placement and promotions in job Development of attitudes, interests, capabilities, creativity, originality, knowledge, skills etc. Development of tools and techniques Development of curriculum and for its revision Interpretation of results Helpful for curriculum planners and administrators to improve the curriculum pattern

SCOPE OF EVALUATION Evaluation and the teacher Evaluation helps the teacher to adopt a student centred approach in her teaching and to individualize instruction. Evaluation helps the teacher to organize appropriate learning activities for the students to realize the objectives and also to find out the extent to which objectives are realized Evaluation and students Evaluation helps the students to makes them aware of the objectives of the program, it increases motivation and it encourages students good study habits. It also increases the ability and skills of the students Evaluation and administrators Evaluation helps the administrators to take appropriate decision in planning curricular and co-curricular program Evaluation and parents A systematic and continuous program of student’s evaluation keeps the parents well versed with the performance of their children and helps them to take appropriate action for their further improvement

CHARACTERISTICS OF EVALUATION Continuous process. Includes academic and non academic subjects. Procedure for improving the product. Discovers the needs of an individual student and to design learning experience that will solve their needs. Correlation between the educational system and the system of evaluation. Complex process which need scientific techniques and tools. Evaluation is purpose oriented.

PRINCIPLES OF EVALUATION Evaluation is a process of determining the extend to which educational objectives are achieved by pupils. It should not be viewed as merely a collection of techniques for obtaining information about pupil’s behaviour. (Gronlund & Guilbert) Evaluation is most effective when based on sound operational principles. The following principles stated by Gronlund provide a framework within which the process of evaluation may be viewed .

PRINCIPLES OF EVALUATION 1.Determining and clarifying what is to be evaluated always has priority in the evaluation process: The objectives must be clearly stated before evaluation is made. 2.Techniques should be selected in term of the purposes to be served. Every evaluation technique is appropriate for some uses and inappropriate for another. Therefore while selecting an evaluation technique one must be well aware of the strength and limitations of the techniques. 3.Comprehensive evaluation requires a variety of evaluation techniques. It is not possible to evaluate all the aspect of achievement with the help of a single technique. For the better evaluation the techniques like objective tests, essay tests, observational techniques etc. should be used. So that a complete’ picture of the pupil achievement and development can be assessed. 4.Proper use of evaluation techniques require an awareness of their limitations as well as their strength. Evaluation can be done with the help of simple observation or highly developed standardized tests. But whatever the instrument or technique may be it has its own limitation. There may be measurement errors. Sampling error is a common factor in educational and psychological measurements

PRINCIPLES OF EVALUATION 5.Evaluation is a means to an end and not an end in itself. The evaluation technique is used to take decisions about the learner. It is not merely gathering data about the learner. Because blind collection of data is wastage of both time and effort. But the evaluation is meant for some useful purpose.

GENERAL PRINCIPLES OF EVALUATION 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 entire course The objectives should be stated in terms of behaviour It determines to what extent the objectives of the course are being met Identifying and defining the educational objectives for maximum benefit Methods of evaluation should be selected on the basis of purpose to be served for and type of behaviour to be measured

Comprehensive evaluation requires variety of evaluation techniques Proper use of evaluation techniques requires awareness about limitations as well as their strength The worth or value of teaching method/ learning method or the materials of instruction is known until their effect being measured Adequacy of experience should be made in terms of excellence of performance and quality of experience Records for practice should reflect the objectives of practice and give evidence to the extent of achievement of these objectives

FUNCTIONS OF EVALUATION Diagnosis Modification Prediction Selection Motivation Guidance Testing Grading Feedback

FUNCTIONS OF EVALUATION

MEANING OF MEASUREMENT Measurement is a process of quantification.

DEFINITION Bradfield defines measurement is a process of assigning symbols to the dimensions of phenomenon in order to characterize the status of the phenomenon as precisely as possible. The process of obtaining numerical description of the degree to which an individual possesses a particular characteristic.(answer the question,”how much”)

NATURE OF MEASUREMENT It should be quantitative in nature It must be precise & accurate(instrument) It must be reliable It must be valid It must be objective in nature.

CHARACTERISTICS OF MEASUREMENT Quantitative Easy to understand Encourage appropriate behaviour. Visible. Defined and mutually understood. Encompasses both inputs & output. Measures only what is important. Multidimensional. Facilitates trust.

SCOPE OF MEASUREMENT

DIFFERENCE BETWEEN MEASUREMENT AND EVALUATION

QUALITIES OF AN EVALUATION TOOL

Qualities and Characteristics of Evaluation E Ethically Conducted V Values Diverse Opinions A Accurate and Technically Adequte Information L Leads to Continous Learning and Improvement U Uses Participatory Methods A Affordable/Appropriate in Terms of Budget T Technical Persons Carry it Out/Timely Carried Out I Indicators properly selected and Studied O Opens opportunity for better understanding developmental change N Never Used for Fixing Blame and Finding Faults

QUALITIES OF AN EVALUATION TOOL/ CRITERIA FOR SELECTION OF ASSESSMENT, TECHNIQUES & METHODS Validity Validity is the most important quality needed for an evaluation tool. If the tool is able to measure what it is intended to measure, it can be said that the tool is valid. It should fulfill the objectives for which it is developed. 2. Reliability Reliability of a tool refers to the degree of consistency and accuracy with which it measures what it is intended to measure. If the evaluation gives more or less the same result every time it is used, such evaluation is said to be reliable. 3. Objectivity this is the extent to which several independent and competent examiners agree on what constitutes an acceptable level of performance. A tool is said to be objective if it is free from personal bias of interpreting its scope as well as in scoring the responses. Objectivity is one of the most primary pre-requisites required for maintaining all other qualities of a good tool. 4. Practicability depends upon the time required to construct an examination, to administer and score it, and to interpret the results, and on its overall simplicity of use. The overall simplicity of use of a test for both the constructor and for the learner 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 the objectives and teaching content Equity: extent to which the questions set in the examination correspond to the teaching content. 7. Specificity The items in a test should be specific to the objectives 8. Discrimination quality of each element of a measuring instrument which makes it possible to distinguish between good and poor students in relation to a given variable. The basic function of all educational measurement is to place individuals in a defined scale in accordance with differences in their achievements 9. Efficiency It ensures the greater possible number of independent answers 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. Test usefulness Grading or ranking can be possible with items in the test 13. Precise and clear Items should be precise and clear so that students can answer well and score marks 14. Comprehensiveness The total content and objectives have to be kept in mind while preparing items for the test 15. Adequacy A measuring instrument should be adequate i. e. balanced and fair

16. Ease of Administrability It means that a test can be administered with clarity, ease, and uniformity. Provision should be made for the preparation, distribution and collection of test materials 17. Ease of scoring Simple scoring is good. 18. Economy It should be computed in terms of the validity of the tests per unit of cost 19. Comparability A test possess comparability when scores resulting from its use can be interpreted in terms of a common base that has a natural or accepted meaning 20. Utility It serves a definite need in the situation in which it is used.

STEPS OF EVALUATION

ASSESSMENT METHODS & TECHNIQUES Assessment methods and techniques depend on the domain to be examined. However it is not practical to assess each domain independently. The examination tool can be selected based on the major domain to be tested. There are mainly three domains under which the student’s performance is assessed. They are mainly cognitive, psychomotor and affective domains.

CLASSIFICATION OF EVALUATION TECHNIQUES: All techniques of evaluation can be broadly classified into two categories: 1.Quantitative Technique: They are mainly used in educational evaluations. These are highly reliable and valid. The quantitative tests can be classified into – Oral Techniques Written Techniques Practical techniques 2. Qualitative Technique : These are used in schools and colleges for internal assessment. These techniques are subjective and are less reliable. The techniques used are – Cumulative record Anecdotal record Observation Technique Checklist Rating scale

CLASSIFICATION OF ASSESSMENT TOOLS AND TECHNIQUES /METHODS OF DIFFERENT DOMAIN/METHODS OF EVALUATION Assessment of knowledge(cognitive domain) Assessment of skills(psychomotor domain) Assessment of attitude(affective domain)

ASSESSMENT OF KNOWLEDGE ASSESSMENT OF SKILL ASSESSMENT OF ATTITUDE Essay type questions Extended response essay Restricted response essay Short answer questions Fill in the blank type Statement completion Labeling a diagram Short answer in 5-10 words Objective type of questions Multiple-choice questions Multiple response questions True and false questions viva Observation checklist Rating scale Anecdotal records Cumulative records Written clinical assignments Critical incident record Practical examination Viva voce (Oral examination) Objective Structured Clinical Examination (OSCE) Objective Structured Practical Examination (OSPE) Likert attitude scale Semantic differential scale

A. ASSESSMENT OF KNOWLEDGE The method used to assess the knowledge of the learners are educational tests or achievement tests to assess the intellectual level of the students. The main tools used for assessment are oral and written examinations (Standardized or Teacher based Tests). (Subjective or Objective)

ASSESSMENT OF KNOWLEDGE 1. Essay type questions - They are being used since ancient times and most commonly employed method of assessment of cognitive skills in nursing education. Some educators use them because essays have the potential to reveal students’ abilities to reason, create, analyse, synthesis and evaluate. Educators choose essay questions over other forms of assessment because essay items challenge students to create a response rather than to simply select a response An essay type test presents one or more questions or other tasks that require extended written responses from the persons being tested. (Robert L.E. and David A.F.) Essay item is an item that requires the student to structure a long written response running to several paragraphs. (William Wiersma & Tephen G Jurs)

DEFINITIONS: "A test item which requires a response composed by the examinee, usually in the form of one or more sentences, of a nature that no single response or pattern of responses can be listed as correct, and the accuracy and quality of which can be judged subjectively only by one skilled or informed in the subject." _____John M. Stalnaker (1951) “A test containing questions requiring the students to respond in writing, it emphasizes recall rather than recognition of the correct alternative.“ _____Gilbert Sax (1989)

Based on Stalnaker's definition, an essay question should meet the following criteria: 1. Requires examinees to compose rather than select their response. 2. Elicits student responses that must consist of more than one sentence. 3. Allows different or original responses or pattern of responses. 4. Requires subjective judgment by a competent specialist to judge the accuracy and quality of responses.

PURPOSE OF ESSAY TYPE QUESTION There are two major purposes for using essay questions. One purpose is to assess students' understanding of and ability to think with subject matter content . The other purpose is to assess students' non- content related attributes like creativity, neatness and writing abilities . Students get a chance to express own views To assess factual recall of knowledge Analysis and explanation of relationships Assessment of non-content-related attributes of students

Principles for construction of essay type questions The learning objective supposed to be evaluated by an essay type question should be clearly defined in simple words. If a learning objective can be evaluated by any other type of question, the use of essay type question should be avoided. It is always better to use several short essay type questions instead of a long one.

TYPES: Depending upon the amount of freedom given to student to organize his/her ideas and write answers. Traditional essay questions or Extended response type question Structured essay questions or Restricted response type question

Two types Extended response essay - This type of question allows pupils to select any factual information that they think is pertinent to organize the answer in accordance with their best judgement and to integrate and evaluate ideas as they deem to appropriate. this freedom enables them to demonstrate their ability to select , organize,integrate and evaluate ideas. eg-Explain the role of the nurse in the health care team. b. Restricted response essay -Restricted response question This type of question usually limits both the content and the response. The content is usually restricted by the topic to be discussed eg- State the main difference between Kwashiorkor And Marasmus.

The question and the task in a problem situation should be clearly defined by ensuring the following Clearly define the question so that students understand what to write. Delimit the scope of the question so that students do not feel that they need to write infinite number of pages. Clearly develop the problem or problem situation so that students can be focused. The approximate time and word limit for each essay type question should be specified. The distribution of marks for different segments of a particular question and organization, neatness, expressive language should be explained. The use of complex and ambiguous words should be avoided. Words like differentiate and compare should be used at the beginning of the question to restrict the scope of the question. Simple unambiguous language well understood by all students should be used.

Merits of Essay Type Examinations They help in organizing ideas and concepts. They promote application of knowledge in different spheres They are useful to assess the knowledge of language and writing skills of the student They provide the students, sufficient independence in answering without hesitance or binding. They give the students a good opportunity to express their individual ideas and talents, creativity and skills of presentation of a concept. It eliminates the possibility of the students' guessing the correct answer.

Demerits of Essay Type Examinations It leaves some scope for guess work by the students and the scoring pattern. Sometimes, the real evaluation of the students may not be possible with such type of examinations. There is a risk that the grading of essay responses can be subjective and unreliable. Time consuming both for examiner and examinee. Some examiners are too liberal in marking and some are too strict.

SUGGESTIONS FOR CONSTRUCTING ESSAY QUESTIONS Restrict the use of essay questions to those learning outcomes that cannot be satisfactorily measured by objective items. State the question clearly and precisely and make clear what information the answer should contain. While preparing questions ,it should be kept in mind that the maximum subject matter content is covered. Indicate the approximate time limit for each question. Avoid the use of optional questions. Construct question that will call forth the skills specified in the learning standards. Example: Write a two page statement defending the importance of conserving our natural resources? (Your answer will be evaluated in terms of its organization, comprehensiveness, and relevance of the arguments presented.)

Guidelines for Construction The questions should be framed in such a way that the task is clearly defined and can be completed within the stipulated time. It is preferable to set more number of questions requiring short answers of about a page or two than a few questions requiring long answers of more than five pages. It is preferable not to give too many or too lengthy questions. Prepare a marking system acceptable to other examiners by prior discussion with a checklist of specific points against which marks are allotted. Phrases like "Discuss briefly", "State everything that you know", etc. should be avoided.

Sequential Steps in the Construction of Essay Type Test Check for the objectives of evaluation clearly. The objectives should be representative of entire areas of knowledge expected of students Sampling of objectives must be done as it provides the basis for developing test items. It is not possible to cover the entire content of the subject in the test. So sampling of the course content is done. Prepare a blue print for the test.

SUGGESTION FOR SCORING ESSAY QUESTIONS chose either the analytical or holistic (global-quality) method. Analytical Scoring: This scoring method requires that the instructor develop an ideal response and create a scoring key or guide. The scoring key provides an absolute standard for determining the total points awarded for a response. Student responses are compared to the scoring standard and not to the responses of their classmates. The reader forms an impression of the overall quality of a response and then transforms that impression into a score or grade. The score represents the quality of a response in relation to a relative standard such as other students in the class. Score the responses question-by-question rather than student-by-student. Disassociate the identity of students from their responses during the grading process. Determine in advance what aspects of the response will or will not be judged in scoring. Evaluate all answers to one question before going to the next one.

BLUFFING-A SPECIAL SCORING PROBLEM It is possible for students to obtain higher scores in essay questions than they deserve by the means of clever bluffing. This is usually a combination of writing skill, general knowledge and use of common tricks like; Respond to every question. Stressing importance of topic. Agreeing with teachers opinion. Name dropping. Write on a related topic and “make it fit”. Writing in general terms that fit many situation.

2. Short Answer Questions The short answer test is an objective test in which each items is in the form of a direct question, a specific problems or incomplete statement or question. The response must be supplied by the examinee rather than merely identified from a list of suggested answers supplied by the teacher. 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.

Definition: In this test, a student is given direct questions and expected to provide firing in words or phrases or numerical responses to the questions .

Purposes of SAQs Useful to assess the recall ability of students (lower cognitive domain). Used to assess students in a classroom while a lecture is in progress. Useful in formative assessment. May be used in summative evaluation to supplement other forms of questions.

Principles of Constructing SAQs The item should be expressed in a clear, simple language, making it as concise as possible. When completion items are used, do not include too many blanks. Key words are to be omitted and the blank should come at the end of the sentence. The weightage for each question should be written with the question. Precise, simple and unambiguous language should be used. Each question should deal with important content area of a unit. Long complex sentences should be avoided and the questions should be kept as simple as possible. Phrases like 'write briefly on, short notes on' should be avoided. Space should be provided for answers below each question per the requirement of the question being asked.

GUIDELINES FOR MAKING SAQS: Identify the learning objective, the overall purpose and content of the item. Make questions precise, avoid incomplete statements. Item should be expressed in such a way that only a single, brief answer is possible and that answer should be kept ready along with the framing of questions. Prepare a structured checklist and marking sheet. The item should be expressed in a positive form than negatively phrased items. Try to avoid providing clues to the required answer. When a numerical answer is expected, the degree of precision and the units to express should be indicated. Long complex sentences should be avoided. Space for answering should be provided as much after the completion of questions. The weightage and criteria for marking for each questions must be mentioned clearly.

Types of SAQs 1.Fill in the blank type Example: Q.l: A patient is diagnosed with brain tumor. The nurse's assessment reveals that the patient has difficulty in interpreting visual stimuli. Based on these findings, the nurse suspects injury in the ……….. lobe of the brain. Answer: Occipital

2. Statement completion Example: Q.l: A 45-year-old patient is admitted with excruciating paroxysmal facial pain. He reports that the episodes occur most often after feeling cold draft and drinking cold beverages. Based on these findings the nurse determines that the patient is most likely suffering from Answer: Trigeminal neuralgia

3. Labeling a diagram Example: Q.l: An elderly patient fell and fractured the neck of his femur. Identify the area where the fracture occurred. 4. Short answer in 5-10 words Example: Q.l: Mention the five commonly occurring signs and symptoms of hypothyroidism. 1. 2. 3. 4. 5.

5.Numerical problem type Example – Doctor’s Order: Infuse 50 mg of Amphotericin B in 250 mL NS over 4 hr. What flow rate (ml/hr) will you set on the IV infusion pump 6.Open SAQs Example – write the clinical manifestations of HTN. 7. Problem solving SAQs Example –how do osmotic diuretics reduce ICP? - A patient is admitted with hypertension. List the initial steps of actions required.

Advantages of SAQs Provide the opportunity to cover a much wider content of the syllabus to evaluate the students. Can be administered to a large group of students for a short formative assessment. Provide less scope for guesswork. Easy to administer and mark the tests; ensure more objective scoring. Covers a large portion of syllabus. Easy to score. Quick response Easy to administer and mark the tests

Disadvantages of SAQs Difficulty in construction of reliable items. They can lead to cheating within a group of students if the examination hall is not spacious enough. They provide no scope to assess the writing ability, expression, organization of answer, etc.

3. Objective type question Objective test are different from essay type. Their examinee is presented with a large number of clearly defined questions and asked to select the correct answer from given list of possible answers Types of Objective Type Test Item Objective type tests include the following items: Multiple Choice Items/Select The Best Answer Multiple Response Question True Or False Items Matching Type Items

OBJECTIVE TYPE TEST Definition: Objective test items are the items that can be objectively scored items on which persons select a response from a list of options. W Wiersma and G Jurs 1990

DEFINITION

MERITS OF OBJECTIVE TYPE TESTS

1.MULTIPLE CHOICE QUESTIONS DEFINITION

1.Multiple choice question It is an objective type of test, where student is provided with several alternatives or choices to a given question and asked to select the most appropriate one which is correct. It contains two parts(component) The base or stem which presents the problem in the form of an incomplete statement or question. The options list of possible/correct answer/distracters/ alternatives. The stem may be a statement, question, situation, graph or picture. The suggested answers other than one correct response or choice are called distracters. The correct answer is given in the key.

Suggestion for Constructing Multiple Choice Items The stem of the item should be meaningful by itself and should present a definite problem. The item stem should include as much of the item as possible and should be free of irrelevant material. Use a negatively stated stem only when significant learning outcomes require it. All the alternatives should be grammatically consistent with the stem of the item. An item should contain only one correct or clearly best answer. Items used to measure understanding should contain some novelty, but beware of too much. All distracters should be plausible. The purpose is to distract the uninformed from the correct answer. Verbal associations between the stem and the correct answer should be avoided. The relative length of the alternative should not provide a clue to the answer. The correct answer should appear in each of the alternative positions an approximately equal number of times but in random order. Use sparingly “none of the above” or “all of the above.” Do not use multiple-choice items when other items are more appropriate.

MULTIPLE CHOICE QUESTIONS

Q.1: Which artery is most commonly used to assess the pulse rate in a two-year-old child? } Question stem a) Radial artery b) Femoral artery Distracters Alternatives c) Pedal artery d) Apical artery } Answer

Uses of MCQ It is one of the commonly used objective type tests It can measure a variety of learning outcomes from simple to complex They are used for formative and summative assessment as well as for entrance examinations It is easier-to score It makes comparison of the students more objective.

Types of MCQs One best response Multiple true and false Multiple completion type Relationship analysis type Matching type

One best response This is one of the most frequently used MCQ. A series of 4 to 5 choices is preferred to reduce the chances of random guessing. Example Q 1: The World Health Day is celebrated every year on 1st April 7th April 1st May 7th May

Multiple completion type This is another common format used and is an improvement on the first type mentioned earlier-and requires higher level of cognition. Example Q 1: Live virus is used in immunization against Influenza The common cold Cholera Smallpox Responses 1,2 and 3 are correct. Responses 1 and 3 are correct. Responses 2 and 4 are correct. Response 4 is correct. All four are correct.

Relationship analysis type This type of item is useful to test higher levels of cognition as the candidate has to decide individually whether each statement is correct and then determine their cause-effect relationship Example Q 1: Statement 1. Cow's milk is preferable to breast milk for infant feeding. Because Statement 2. Cow's milk has a higher content of calcium. Both statements are true and causally related. Both statements are true but not causally related. First statement is true and the second is false. First statement is false and the second is true. Both statements are false.

Multiple True-False Completion Type Each of these choices can be individually true or false and are not interdependent. Hence the item can have from nil to five true or false responses. Example Q 1: The consequences of Total Parenteral Nutrition in children include: Oral aversion T/F Electrolyte imbalance T/F Vitamin deficiency T/F Weight loss T/F Water retension T/F

Matching type question The matching type items are prepared in two columns-one called as the stimulus column and the other one called as the response column. The student has to go through the stimulus column and match it with a correct response from the other side.

Principles for Preparation of Matching Items The statements in the whole set of matching items should belong to the same kind or nature. The number of choices should be more than the required answers. Too many items may be confusing and distracting. Hence, the number of items should be limited to about 10. The stimuli and response columns should be on the same page. A single response should not be used for more than one stimulus. The terminology in one column should not give clues to the expected responses in the other column. Arrange responses or both in alphabetical order prevents clues to the responses. If the responses are in numerical quantities, arrange them in order from low to high. Use the longer phrases as stimulus and shorter as responses.

Example Q 1 Match the following vitamin deficiency diseases with its vitamin Scurvy Vitamin B Rickets Vitamin A Night blindness Vitamin D Beriberi Vitamin C Vitamin K

Guidelines to prepare MCQ STEM Have a single problem in the stem. Write the stem in a precise manner. Avoid a lengthy stem. Stem consist of a complete statement ,not just a single word. Avoid clues in the Stem which may suggest the correct answer Should be meaningful.

OPTIONS Keep all options grammatically consistent with the stem. Use logical options Avoid giving clues to the correct options. Arrange options either in alphabetical or numerical order. Use only one best answer Avoid using “all of the above”or “none of the above.

General Steps of Formulating a MCQ Paper Decide on the number of MCQs to be included. Select the appropriate number of various formats depending on the learning outcome to be tested. Group all similar formats together. Check for inclusion of different formats and with varying difficult levels in answering Place some easy items at the beginning of the paper for the psychological support of the student. Make sure that all parts of an item are in the same page. Time should be adequate depending on the total number of different formats of MCQs. Instructions to the candidates as how to respond to individual items must be clear.

Advantages Can test large sample of knowledge in a short period of time Easy to score Objectivity and reliability in scoring is maintained. Easy to use and administer. Can cover large content area of syllabus Easy to check answer. Provide detailed feedback for both students and teachers.

Disadvantage of MCQ It does not test the students' ability to write logically and the capability of expression. It cannot test motor skills like communication and interpersonal skills. Difficult and time consuming to construct good MCQs. Provide an opportunity to guess the answer if the question is not properly constructed. More suitable format for cheating in students if invigilator is not highly keen in observing students.

4. MULTIPLE RESPONSE QUESTIONS HERE THE CORRECT ANSWER MAY CONSIST OF MORE THAN ONE CHOICE. THE EXAMINEE IS ASKED TO IDENTIFY ALL THOSE WHICH ARE CORRECT

Eg Q 1 The nurse is assessing a 2-year-old patient diagnosed with bacterial meningitis. Which of the following signs and symptoms of meningeal irritation is the nurse likely to observe? Select all that apply: Generalized seizures Nuchal rigidity Positive Brudzinski 's sign Positive Kernig's sign Babinski reflex Photophobia Options B,C,D,F A,B,C,D B,C,D,F A,C,D,F ADVANTAGE AND DISADVANTAGES ARE SAME AS MCQ

5. True/ False questions These are question or statements followed by Yes/No or True/False responses. The student is asked to tick or mark the correct response.

Principles of Preparation of True or False Items Only a single concept or idea should be represented in a statement. Write clear and direct statements. Avoid ambiguous statements. Avoid using clues like 'usually', 'sometimes', 'none', and 'nothing', 'no', 'should', 'always', 'may', etc. Determine the order of true and false by chance. Detectable pattern of answers should be avoided (T, F, T,F). The statement should not be taken directly from the text-book.

ASSESSMENT OF SKILL

OBSERVED CHECKLISTS

OBSERVED CHECKLISTS It is an approach to monitor performance of specific skills, behaviours, or dispositions of individual student. Checklist is basically a method of recording whether a characteristic is present or an action is performed.

ASSESSMENT OF SKILL OBSERVATION CHECKLIST Checklist are lists of items or performance indicators requiring dichotomous responses such as satisfactory or unsatisfactory, pass or fail, yes or no, present or absent etc. Gronlund (2005) describes a checklist as an inventory of measurable performance dimension of products with a place to record a simple yes or no judgement

DEFINITION A checklist is a simple instrument consisting of prepared list of expected items of performance or attributes, which are checked by a evaluator for their presence or absence. A checklist enables the observer to note whether or not a trait or characteristics is present.

CHARACTERISTICS Can be used for formative assessments by focusing on performance of specific skills such as writing skills, speaking skills or action-based skills. Should be carefully prepared and must include all important elements of a specific task that student must know or perform. Each element should be sequentially and carefully included and adequate weightage should be given. Observe one at a time and use only when assessing a particular characteristics.

GUIDELINES TO CONSTRUCT Express each item in clear, specific, observable and in simple language. Items can be continuous or divided into groups of related items. The items created has to be evaluated by the experts. Avoid negative statements. Ensure that each item has a clear response. Review the items independently. It must be complete and comprehensive in nature. Leave space to record anecdotal notes or comments. Each element should be marked as Present/Absent, inappropriately done and an option “not applicable” can be

Construction of checklist Express each item in clear, simple language Avoid lifting statements verbatim from the text Avoid negative statements wherever possible Review the items independently

Utilization of checklists Use checklist only when you are interested in ascertaining whether a particular trait or characteristics is present or absent Use only carefully prepared checklist for more complex kind of trait Observe only one student at a time and confine your observation to the points specified in the checklists Have separate checklists for each stdent The observer must be trained how to observe, what to observe and how to record the observed behaviour Checklists require the observer to judge whether certain behaviour of student and clinical practice has been taken place.

Merits of checklist Short and easy to assess and record Useful for evaluation of specific well defined behaviours and are commonly used in the clinical simulated laboratory setting They can be used for both process and procedure evaluation They are adaptable for most subject matter areas They allow inter individual comparisons to be made on a common set of traits or characteristics

Limitations Does not indicate the quality of performance. Only a limited component can be assessed

ADVANTAGES Useful in evaluating performance skills that can be divided into a series of specific actions. Allow inter-individual comparisons. It is simple to use and record. Decreases the error chances. Useful for evaluating activities which has to be performed. DISADVANTAGES: Usefulness is limited as it does not indicate quality of performance and can’t do overall clinical performance. The degree of accuracy of performance is limited if presence or absence is used only as an attribute. It has limited use in qualitative observations. Not easy to prepare.

RATING SCALE

RATING SCALE It is a term used to express opinion or judgment regarding some performance of a person, object, situation and character. Rating scale is an important technique of evaluation. Rating is the assessments of a person by another person.

DEFINITION It refers to a scale with a set of opinion, which describes varying degree of the dimensions of an attitude or a phenomenon being observed.

TYPES (a)Graphic rating scale (b)Descriptive rating scale (c)Numerical rating scale (d)Comparative rating scale

(A)GRAPHIC RATING SCALE A straight line, may be represented by descriptive phrases at various points. To rate the subject for a particular trait a check mark is made at the particular point.

(B) DESCRIPTIVE RATING SCALE This type does not use numbers but divides the assessment into a series of verbal phrases to indicate the level of performance.

(C) NUMERICAL RATING SCALE In which numbers are assigned to each trait. If it is a seven point scale, the number 7 represents the maximum amount of that trait in the individual, and 4 represents the average. The rater merely enters the appropriate number after each name to indicate judgment of the person.

(D)COMPARATIVE RATING SCALE In this person makes a judgment about an attire/attitude/object by comparing it with others/ranking it.

CHARACTERISTICS OF RATING SCALE These are value judgments about attributes of one person by another person. These are most commonly used tools to carry out structured observations. These are generally developed to make qualitative judgment about qualitative attributes. Provide more flexibility to judge the level of performance.

PRINCIPLES OF RATING SCALE It relates to learning objective. Needs to be confined to performance areas that can be observed. Clearly defines mode of behaviour. The behaviour should be readily observed in a number of situations. Allow some space in the rating scale for the rater to give supplementary remarks. 3 to 7 rating positions may be provided. All raters should be oriented to the specific scale as well as the process of rating in general . The rater should be unbiased and trained. Consider evaluation setting, feedback and student participation. Have experts and well informed raters. Assure that rater autonomy will be maintained.

ADVANTAGES: Easy to administer and score. Its easy to make and less time consuming. Easily used for large group. Also used for quantitative methods. May also be used for assessment of interest, attitude, personal characteristics. Used to evaluate performance and skills. DISADVANTAGES: Difficult to fix up rating. Chances for subjective evaluation, thus the scales may become unscientific.

PRACTICAL EXAM Practical exams are meant to assess the professional competence gained by the students over a period of time and whether it meets the requirements and expectations specified by the statutory bodies

PRACTICAL EXAMINATION It is concerned with the assessment of practical performance skill and practice competency acquired by a student during the course of a particular programme. They are conducted in the practice laboratories or real – life practice areas such as IPDs. It is used to make judgment on not only skills, but all three domains including knowledge, attitude, IPR and skills.

PRACTICAL EXAMINATION Practical examinations are integral part of nursing examinations. The aim of practical examination is to evaluate the nursing competence or practical skills. The students proceed through a series of steps and under take a variety of practical tasks like assessing the patient , formulating nursing diagnosis , recording and reporting etc..

PRACTICAL EXAMINATION Checklists and rating scales are prepared in advance to improve the reliability of scoring. All students are evaluated on the same criteria by same examiners.

PURPOSES To assess the practical skills and practice competencies of nursing students. To assess the practice domain by observing students reactions to real – life situations. To assess the student's problem solving skills. To assess the documentation skills. To assess the skill of transforming theoretical knowledge in practice by the student.

Purposes Assess the clinical competence of the students Expertise and skill of the student in performing procedures and techniques Skills in proper recording and reporting The ability to employ the learnt skill in real, practical situation rather than in paper Critical thinking, problem solving and decision making skills Attitude of the students towards patients Ability to work in a group Ability to correlate theory with practice

Guidelines For Conducting Practical Examinations

A. PLANNING PHASE Consider the learning experience and learning objectives. Decide the appropriate place. Plan to conduct in a familiar place for students. Arrange for adequate supply to carry out procedure. Take prior permission and initiate to concerned areas. The evaluation criteria must be planned and intimated to the students. B. CONDUCTING PHASE Reach the area as per planned schedule. Convey rules and regulations of the examinations and assign patients randomly. Provide sufficient time to perform Follow confidentiality.

Procedure Plan the exam in advance and execute according to the plan Examiners should be clearly intimated regarding the date and venue of the examination The exam should be conducted in a real set up as far as possible Students should be intimated clearly Examiners should give clear and proper instructions to the students Both the examiners should evaluate all the students to increase the objectivity The examiners must try to create an atmosphere of non stress situation They should assess the student’s knowledge and skills in a comprehensive manner The students should be informed about the outcome of the examination and the corrective measures they have to take Safety of the students should be considered

Advantages They provide the opportunity to test all the senses in a realistic situation They are helpful to grade or promote the students to the next level They provide opportunity to observe and test attitudes and responsiveness to a complex situation They provide opportunity to test the ability to communicate under pressure They are helpful in assessing the critical thinking, problem solving and decision making skills of the students

Characteristics of practical examination They are held towards the end of the course or module They are held on a fixed date in advance They are frequently of long duration and require 5 to 6 hours They comprise one or a small number of compulsory tasks Can test several areas of syllabus together and assess the students ability to bring together a number of different skills learned in various units It requires the examiner to observe carefully to evaluate the students performance

Drawbacks It is subjective as the students score depends on the whims, fancies and mood of the examiner It is time consuming and there is a lack of standardized conditions in bedside which affects students score

ADVANTAGES: Provides an opportunity to assess the skills and competency of the students. It is an opportunity to the examiners for assessing the use of compartmentalized knowledge in an integrated manner by a student. For assessing the communication and IPR skills. DISADVANTAGES: Time consuming process. Not feasible for large group assessment. Sometimes the disturbance factors in ward affect the smooth conduction of examinations. Not considered a standardized assessment when conducting while working with patients and personal bias is expected

VIVA VOCE

DEFINITION A viva voce may be defined as an examination consisting of a dialogue of the examiner with the examinee , where the examiner questions to which the candidate must reply . Viva voce examination or oral examination is a face to face question answer activity between the examiner and the student.

VIVA VOCE/ ORAL EXAMINATION A viva voce may be defined as an examination consisting of a dialogue of the examiner with the examinee, where the examiner questions to which the candidate must reply

PURPOSES

Purpose To assess the communication skills and professional attitude to certain extent

PRINCIPLES

Characteristics It takes place on a fixed occasion Examiners should prepare questions on varying degrees of difficulty prior to the examination Adequate and equal duration of time should be given to each student Examiners should score the students independently according to the predetermined scheme The questions asked should be according to the educational objectives and relevant to the subject being examined The examiner should maximum try to reduce the level of subjectivity while examining the students

IMPROVING ORAL EXAMINATION Prepare a list of tasks and abilities to be tested List the usual questions asked from memory Revise whether they test the abilities intended to be tested Check for clarity of questions Give adequate time for the students to think and answer and always remember the individual difference Be courteous and show patience Do not distract the candidate Make an attempt to know what the student knows Do not hurry up

Advantages It allows a direct contact between the examiner and the examinee It provides opportunity for studying personal characteristics It permits flexibility in questioning There is less scope for cheating or unfair practise for the examinee It can be a good learning experience as there is scope for an immediate feedback

Disadvantages There is a chance of subjectivity The personal attributes may affect the judgment Time consuming and costly It lacks validity, reliability and objectivity Lack of clarity in questioning and questions of variable levels of difficulty is common Uniformity cannot be maintained

OBJECTIVE STRUCTURED PRACTICAL EXAMINATION Objective Structured Practical Examination is a new pattern of practical examination in which each component of clinical competence is tested uniformly and objectively for all the students who are taking up a practical examination at a given place.

Steps of OSPE Demonstrate practical skills Make accurate observations Analyze and interpret data Identify the patients problem Plan alternative nursing interventions

Types of station Procedure station: at which the student performs the task The question station/ the response station: at which the student answers the questions being asked on the answer sheet

Procedure of conducting OSPE Examiners A, B, C stands in a place from where they can have a good view of what a candidate is doing at a particular station. They have a checklist on which they tick ass they observe The questions and answers are prepared well in advance The students are given clear instruction regarding how they will rotate around the stations and the time limit in each station and what they are supposed to do in each station (demonstrate a skill, make observation, make calculation from the data provided or answer the question asked) At the end of OSPE the checklist of examiners A, B, C pertaining to a given candidate and her answer sheets are put together to give her a final score

Advantages of OSPE It is more objective, reliable and valid than the traditional system of examination All students are subjected to the same standardized test Emphasis is shifted from testing factual knowledge to testing of skills, that too in a short time It helps to ensure a wide coverage of all practical skills It ensures interaction of teaching and learning There is increased faculty-student interaction A large number of students can be tested within a relatively short time

Limitations of OSPE The simulated situation may not reflect the real life situation Students cannot be assessed for different skills, such as IPR, communication skills etc. Empathy towards the patients cannot be evaluated The skill of the student in providing holistic nursing care cannot be assessed It may be time consuming to construct an OSPE It cannot be used by a single person, it needs more resources in terms of manpower, time and money There is no interaction between the examiner and the student There is a risk of fatigue Breaking clinical skills into individual competencies may be artificial and not meaningful Careful organization is required since all stations require equal time

OBJECTIVE STRUCTURED CLINICAL EXAMINATION According to Harden (1988), OSCE is an approach to assess the clinical competence, in which the components of competence are assessed in a planned or structured way with attention being paid to the objectivity of the examination.

Process of OSCE The student is assessed at a series of stations with one or two aspects of competence being tested at each station. The examination can be described as a focused examination with each station focusing on one or two aspects of competence OSCE includes series of 12 to 20 stations each testing one or two components of clinical competencies for 3 to 5 minutes. Students are rotated to all stations with predetermined time interval thus through the series of 12 to 20 stations to accommodate 12 to 20 students who will be examined simultaneously

Competencies assessed in OSCE Taking clinical history Physical examination Critical thinking in patient management Problem solving Communication and interpersonal relationship

ASSESSMENT OF ATTITUDES ATTITUDE SCALE An attitude scale measures how the participant feels about a subject at the moment when he or she answers the question Types of attitude scales Point scale Differential scale Summated (Likert) Scale Semantic differential attitude scales

Likert Scale The scale is named after its inventor, Psycologist Rensis Likert Likert scale is designed to determine the opinion or attitude of a subject and contains a number of declarative statements with a scale after each statement. The original version of the scale included five response categories. Each response category was assigned a value with a value of 1 given to the most negative response and a value of 5 to the most positive response

Advantages Questions used are usually easy to understand and so lead to consistent answers Easy to use Disadvantages Only a few options are offered, with which respondents may not fully agree People may become influenced by the way they have answered previous questions They may also deliberately break the pattern disagreeing with a statement with which they might otherwise have agreed

Semantic differentials The Semantic Differentials was developed by Osgood and collegues(1957)which measures attitudes or beliefs. It consists of two adjectives with a 7 point scale between them. The subject is to select one point on the scale that best describes his or her view of the concept being examined. In a semantic differential, values from 1 to 7 are assigned to each of this space with 1 being the most negative response and 7 the most positive response

Thurstone scale In Psychology, the Thurstone scale was the first formal technique for measuring an attitude It was developed by Louis Leon Thurstone in 1928, as a means of measuring attitudes towards religion It is made of statements about a particular issue and each statement has a numerical value indicating how favourable or unfavourable it is judged to be

TYPES OF EVALUATION

Types of evaluation Evaluation is classified into various types Based on the time / frequency during which the evaluation is done Formative evaluation Summative evaluation Based on the purpose Criterion referenced evaluation Norm referenced evaluation Based on the nature Maximum performance evaluation Typical performance evaluation Based on the person who does evaluation Internal evaluation External evaluation

Based on the time / frequency during which the evaluation is done Formative evaluation Summative evaluation The term FORMATIVE denotes the ongoing or systemic assessment of students achievement while the term, courses or the instructional program is in progress . The term SUMMATIVE evaluation refers to assigning a grade for students achievement at the end of the term, course or instructional program .

Formative evaluation is concerned with judgements made during the design or development of a program which is directed towards modifying, forming or otherwise improving the program before it is completed (A J Nitko, 1983) Formative Evaluation is done during an instructional program to monitor learning modifying the program (if needed) before its completion. It is for the current students. FORMATIVE EVALUATION .

It is relatively focus on molecular analysis. It is cause seeking It is instructed in the broader experiences of the program user. Its design is exploratory and flexible. It tends to ignore local effects of particular programs. It seeks to identify influential variables. It requires analysis of instructional material for mapping the hierarchical structure of the learning tasks and actual teaching of course for a certain period. CHARACTERISTICS OF FORMATIVE EVALUTION

Formative Evaluation is individualized by comparison of the students achievement during various stages of the curriculum or course Formative Evaluation puts the student against himself and not by comparison with other peers or colleagues. Formative Evaluation is a continually in prospective way to slow or rapid progress towards the attainment. This enable the student to control his own learning behavior at every point of course and seek appropriate teacher guidance. The teacher in turn is provided qualitative and quantitative data towards modifying teaching suitability and on time.

Summative evaluation describes judgements about the merits of an already completed program, procedure or product (A J Nitko, 1983) Summative Evaluation is done at the conclusion of instruction and measures the extend to which students have attained the desired outcome. W.weersma 1990. SUMMATIVE EVALUATION.

CHARECTERISTICS OF SUMMATIVE EVALUATION: It leads to the use of well defined evaluation design. It focuses on analysis. It provides descriptive analysis. its instruments are reliable and valuable. summative evaluation is useful towards convincing the consumer, society or the students towards the competence achieved. It is used for the further promotion or next grade.

FUNCTIONS OF SUMMATIVE EVALUATION To grade or certify students. To judge the effectiveness of the teacher. To compare curricula.

DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE EVALUATION

FORMATIVE EVALUATION: 1. Formative evaluation is used during the teaching learning process to monitor the learning process. 2. Formative evaluation is developmental in nature. The aim of this evaluation is to improve student’s learning and teacher’s teaching. 3. Generally teacher made tests are used for this purpose. 4. The test items are prepared for limited content area. 5. It helps to know to what extent the instructional objectives has been achieved. 6. It provides feed-back to the teacher to modify the methods and to prescribe remedial works 7. Only few skills can be tested in this evaluation. 8. It is a continuous and regular process. 9. It considers evaluation as a process. 10. It answers to the question, whether the progress of the pupils in a unit is successful? SUMMATIVE EVALUATION: 1. Summative evaluation is used after the course completion to assign the grades. 2. Summative evaluation is terminal in nature. Its purpose is to evaluate student’s achievement. 3. Generally standardized tests are used for the purpose. 4. The tests items are prepared from the whole content area. 5. It helps to judge the appropriateness of the instructional objectives. 6. It helps the teacher to know the effectiveness of the instructional procedure. 7. Large number of skills can be tested in this evaluation. 8. It is not regular and continuous process. 9. It considers evaluation as a product. 10. It answers to the question, the degree to which the students have mastered the course content.

DIFFERENCE FORMATIVE E. SUMMATIVE E. 1. Evaluation is performed to determine how well students have mastered various elements so that decision can be made on how instructions should best proceed Evaluation is performed simply to grade the student at the end of one unit before proceeding to the next. 2.E. deals with only a segment. 2. E. .deals with whole in a detailed manner.. 3.It is possible to break a course or subject in to smaller unit of learning. 3. We can give test for the whole course. 4.Test can be administered after completion of the unit 4. Test can be given after the completion of the course/ program 5.Immediate feed back. 5. Feed back not possible immediately. 6.Dignostic and progress test can be possible 6. Achievement examination can be possible. 7.Weakness and strength of the student can be understand. 7. Success and failure of the student will be possible.

Based on the purpose Criterion referenced evaluation Norm referenced evaluation

CRITERION REFERENCED EVALUATION Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards —i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education. In diploma and degree nursing education, criterion-referenced tests are used to evaluate whether students have learned a specific body of knowledge or acquired a specific skill set. For example, the curriculum taught in a course, academic program, or content area .

CRITERION REFERENCED EVALUATION A criterion referenced test is one that provides for translating test scores into a statement about the behaviour to be expected of a person with that score or their relationship to a specified subject matter Describes specific performance that was demonstrated. This type of evaluation is designed to provide a measure of performance in interpretable terms. The performance is mainly based on interpretation of results. Tools Teacher made test Observation technique.

CRITERION- REFERENCED EVALUATION This describes students performance according to a specified domain of clearly defined learning tasks. Eg. Formulate the nursing diagnosis of patient with typhoid fever. Thus criterion referenced evaluation directly describe the specific performance that was demonstrated. So criterion referenced evaluation interprets to describes what an individual can do, without reference to other performance. Evaluation instruments includes teacher made test, published test and observational techniques.

NORM-REFERENCED EVALUATION : Norm-referenced refers to standardized tests that are designed to compare and rank test takers in relation to one another A norm referenced test is a type of test assessment or evaluation which yields an estimate of the position of the tested individual in a predefined population with respect to the trait being measured It describes pupil performance according to relative position in some groups. Performance according to relative position in some known group. Comparing individual performances with others Eg-rank of 5 in a class of 20 Tools Standardized aptitude test Achievement test Teacher made test PURPOSES: Classification of students. Classification of student in this way that they can be placed in remedial or gifted program. To help teachers select students for different ability level.

Based on the nature Maximum performance evaluation Typical performance evaluation

MAXIMUM PERFORMANCE EVALUATION Maximum performance evaluation determines What individuals can do when performing at their best. It determines persons abilities and how well he /she can perform when motivated to obtain as high a score as possible. Tools Aptitude test Achievement test

TYPICAL PERFORMANCE EVALUATION In this evaluation it determines what individual will do under natural conditions. i.e their typical behaviour. This evaluation helps to indicate what individuals will do rather than what they can do. Results in this area will indicate what individual will do rather than what they can do. The importance of this distinction between ability and typical behaviour is easily illustrated. Eg. A student with considerable aptitude for community health nursing may how ever show little interest in other subjects. Tools Attitude test Observation techniques

Based on the person who does evaluation Internal evaluation External evaluation

INTERNAL ASSESSMENT is continuous, periodic and internal, in which assessment is done in relation to certain abilities and skills of the students periodically and continuously. INTERNAL ASSESSMENT has to be planned at the time of curriculum development and syllabus interpretation . INTERNAL ASSESSMENT

INTERNAL ASSESSMENT will be assessed by the teacher/ instructor of the college or school and no external teacher or instructor involved in this. INTERNAL ASSESSMENT demands the out come of students than the abilities and skills of the students.

DEFINITION: • Internal assessment refers to the process evaluating students or staffs by the people who govern it. • No external authority or office is liable to interfere with the test given to the members of the institution. The only governing body is the head of the institution.

To integrate teaching and evaluation and to test the skills and abilities which can not be tested through written examination PURPOSES OF INTERNAL ASSESSMENT.

NEED FOR INTERNAL ASSESSMENT To give credit in final assessment. To reduce tension associated with final examination. To provide link for feedback in teaching. To provide opportunity to the teacher to evaluate his/her students. To induce students for continue learning. Diagnostic and remedial teaching are possible and more scientific. Internal assessment motivate the student to give more weight age to the annual examination.

BASIC PRINCIPLES Basic principles of internal assessment Should be continuous and made by subject teacher, it does not replace exam. It uses suitable evaluation tools and techniques. Fix proportion of marks according to hours of instructions and importance of subject to nursing. Used as a feedback to improve teaching. Students should know their internal assessment marks before their final exams. Give opportunity to students to improve their internal assessment grade by additional tests, assignments etc. Results must be studied statistically. Improve a number of components.

1. This is logical and psychological 2. Proper study habits are likely to be developed. 3. Students will be more regular, alert, sincere in their study. 4. 11 th hour preparation will be reduced. 5.Students will pay equal attention to all the activities 6. Helps the students to minimize their anxietyand nervous breakdown. 7. Gives comprehensive picture to the teacher. 8. It is a good device for motivating. 9. It helps to diagnose the weakness and strength of the student. 10. It brings changes in their attitude, interest, and appreciation. 11. Gives ample opportunity to assess the student.” The teacher who teaches should assess.” 12. Parents feel more comfortable in knowing about their children. ADVANTAGE / MERITS OF INTERNAL ASSESSMENT.

ASSIGNMENT DEMERITS OF INTERNAL ASSESSMENT.

EXTERNAL EXAMINATIONS/ EXTERNAL ASSESSMENT INTRODUCTION: Conducting university examination, or boards of examination for awarding certificates or degrees related to nursing. In our country usually state boards and universities are conducting examinations for awarding diplomas and degrees. Controller or registrar is over all in charge on behalf of the university matters relating to conduct examinations, announcement of results and conferment of degrees and maintain confidence.

DEFINITION An evaluation carried out by evaluators external to the entity evaluated. An evaluation which is performed by persons outside the organization responsible for the intervention itself.

IMPORTANCE/OBJECTIVES OF EXTERNAL ASSESSMENT Degree/certificate A standard. To make distinguish. Comparison of abilities. To evaluate the progress. Selection for higher education. To get employment. Popularity/standard of educational institution Selection of intelligent students. Competition. Evaluation of teacher’s performance. Evaluation of objectives and curriculum. Creation of good habits in students. Satisfaction and happiness of parents

ADVANTAGES A person will be able to know his/her performance and knowledge. For most people exam may encourage them to work and learn. It can create competition which pushes the competitioners to do their best. It helps in developing one’s own personality and confidence. If a person passes the exam and got good result, it helps to get a scholarship which will bring to have a good job.

DISADVANTAGES ASSIGNMENT

Test construction

ACHIEVEMENT TEST Achievement test is an important tool in school /college evaluation and has great significance in measuring instructional progress and progress of the students in the subject area. Accurate achievement data are very important for planning curriculum and instruction and for program evaluation. An achievement test is a test of developed skill or knowledge. The most common type of achievement test is a standardized test developed to measure skills and knowledge learned in a given grade level, usually through planned instruction, such as training or classroom instruction.

A standardized test is a test that is administered and scored in a consistent, or "standard", manner. Standardized tests are designed in such a way that the questions, conditions for administering, scoring procedures, and interpretations are consistent and are administered and scored in a predetermined, standard manner. Eg ; time-limited tests, or multiple-choice tests . a written test, an oral test , or a practical skills performance test .

DEFINITION “Any test that measures the attainments and accomplishments of an individual after a period of training or learning”- N M Downie ‘The type of ability test that describes what a person has learned to do’ Throndike and Hagen “A systematic procedure for determining the amount a student has learned through instructions” Groulund

TEST CONSTRUCTION Purposes of test Before instruction To determine readiness To place the candidate or categorize To assess existing knowledge During instruction To assess learning To use as diagnostic tool After instruction To assess the learning outcome To assess the level of mastery To grade General purpose To direct, stimulate, motivate To assess teaching effectiveness

FUNCTIONS OF TEST It provides basis for promotion to the next grade. To find out where each student stands in various academic areas. It helps in determination about the placement of the students in a particular section. To motivate the students before a new assignment has taken up. To expose pupil’s difficulties which the teacher can help them to solve.

STEPS INVOLVED IN THE CONSTRUCTION OF ACHIEVEMENT TEST Planning of test Preparation of a design for the test / developing test design Preparation of the blue print Construction of items/ Writing of items Organization of the test. Preparation of the scoring key and marking scheme Preparation of question-wise analysis Test administration.

1.Planning of test Objective of the Test Determine the maximum time and maximum marks and nature of the test 2. Preparation of a design for the test Important factors to be considered in design for the test are: •Weightage to objectives •Weightage to content •Weightage to form of questions •Weightage to difficulty level.

a) Weightage to objectives ; this indicates what objectives are to be tested and what weightage has to be given to each objectives.

b. Weightage to content : this indicates the various aspects of the content to be tested and the weightage to be given to these different aspects.

c. Weightage to form of questions ; this indicates the form of the questions to be included in the test and the weightage to be given for each form of questions.

D . Weightage to difficulty level; this indicates the total mark and weightage to be given to different level of questions.

3.Prepartion of blue print for test ; blue print is a three dimensional chart indicating the distribution of questions , objectives, content and form of questions.

4. Writing of items / construction of items The paper setter write items according to the blue print. The blue print gives very definite idea, regarding the number of questions to be set from each sub unit , their forms and scope. The difficulty level has to be considered while writing the items. It should also checked whether all the questions included can be answered within the time allotted. It is advisable to arrange the questions in the order of their difficulty level.

5.Organization of the test; After finalizing the items , these have to be arranged according to the scheme of section as suggested in the design. Before that , the preliminary details such as name of the examination , maximum marks and time, instruction for answering each part etc. have to be written at the appropriate places. Arrangement of questions Pschologically ,it will be advisable to arrange the items in the order of difficulty level. ie. an “information item” will normally be easier than an “understanding item” , which in turn may be easier than “application item”.

6.Preparation of the scoring key and marking scheme; In case of objective type items where the answers are in the form of some letters or other symbol a scoring key is prepared.

In the case of short answer and essay type questions, the marking scheme is prepared. In preparing marking scheme the examiner has to list out the value points to be credited and fix up the mark to be given to each value point. MARKING SCHEME

7. PREPARATION OF QUESTION-WISE ANALYSIS It helps to know the strengths and weakness of the test, to tally the question paper and the blueprint, and to determine the content validity of the test.

8.TEST ADMINISTRATION. The steps to be followed in the administration of group tests are Motivate the students to do their best . Follow the directions closely. Keep time accurately . Record any significant events that might influence test scores. Collect the test materials promptly. The things to avoid while administering a test are… Do not talk unnecessarily before the test Keep interruptions to a minimum during the test Avoid giving hints to pupils who ask about individual items Discourage cheating.

Table of specifications It includes maps, test grid and test blue print. The purpose of developing table of specifications is to ensure that the test serves its intended purpose Step I: Define the specific learning outcome to be measured Step II: Determining the instructional content to be evaluated and the weightage to be assigned to each area Step III: Developing a two way grid- two way grid is developed with content areas being listed down on the left side and the learning outcomes (eg. Knowledge, comprehension etc.) being listed on the left side

Selecting item types Items may be selection type which provides a set of response from which to choose or supply type, which requires the student to provide an answer Common selection type items include true false, matching and multiple choice Editing and validating test items It is very essential to edit the items and make any needed corrections. At this stage peer review of questions is helpful for refining the question, ensuring accuracy, testing for reliability and eliminating grammatical error

Assembling and administering a test Once the items are written and edited they must be assembled into a test. This step includes arranging the items, writing test directions and responding and administering the test Arranging items Group similar item types together Place items within each group in ascending order of difficulty Begin the test with an easy question.

Writing test directions The written test directions should be self explanatory It should include the time allotted to complete the test, instructions for responding, instructions for recording the answer in the answer sheet and marks assigned to each question Reproducing the test Test should be easy to read and follow

Administering the test/ Role of faculty Provide conducive physical environment Avoid giving unintentional clues Maintain confidentiality Maintain the test security Do not give the same question paper each year Inform earlier the consequence of cheating Ensure close supervision throughout the class Ensure careful seating arrangement and spacing of students

EVALUATION OF THE COURSE

EVALUATION OF THE COURSE It is a process of making judgement about the extent to which a particular educational program achieved its objective and is also measuring the extent to which a program delivered is effective and efficient in fulfilling its intended purpose of its development or creation

Aims of program evaluation To measure the progress of a program To identify any problem and to resolve any conflicts To enhance utilization of available resources To provide baseline information for future evaluation and planning To modify and to make any remedial measures To increase the efficiency and effectiveness of the program To promote cost effectiveness To improve the quality To increase the image of an institution

Components of the program to be evaluated Philosophy and objectives of the college Admission criteria Staff welfare activities Student welfare activities Faculty position Curriculum Student’s performance Infrastructural facilities Records and its maintenance

Who will evaluate The consumers The stakeholders The general public The administrators The faculty members The alumni Any specifically appointed committee INC KNMC KUHS

The program evaluation plan This should consists of The major areas of evaluation and its components Time frame Data to be collected Use of existing data Decision regarding who has to be evaluated The purpose of evaluation

Criteria for evaluation of a program Consistency with the objectives Comprehensiveness Sufficient diagnostic value. Validity Unity of evaluation judgement Continuity

ACCREDITATION

INTRODUCTION Accreditation is very important for educational Institute It is ongoing evaluation process Accredited institutions are responsible for development and maintenance of academic standard and quality of education.

ACCREDITATION Meaning. The fact of being officially recognized , accepted , or approved of, or the act of officially recognizing , accepting , or approving of something: Official approval , especially in order to maintain satisfactory standards : Accreditation is the act of granting credit or recognition, especially to an educational institution that maintains suitable standards. Accreditation is a process by which a voluntary, non governmental agency or organisation approves and grants status to institutions or programs that meet predetermined standards or outcomes

Purpose To certify to the public that an institution has met established standards To encourage peer review by the faculty and staff of the institution To facilitate the transfer of students from one institution to another To assist prospective students in deciding which institution to attend and join To assist prospective employers in identifying qualified personnel To raise the standards of education for the practice of profession Maintenance of adequate admission requirement. Maintenance of minimum academic standard. Stimulation of institutional self improvement. Protection of institutions against educationally and socially harmful pressures.

Types Institutional accreditation: it is the accreditation of the institution as a whole, without differentiation among the various curriculums. It looks the institution as a total operating unit Specialized accreditation: it is otherwise known as program accreditation where the program run by the institution is accredited with utmost importance. The accreditation bodies are often associations or councils of professions like medicine, nursing etc.

Beneficiaries of accreditation Students Faculty Graduates Practising nurses Consumers of nursing services Administrators

Aspects/ areas reviewed under accreditation process Administration and governance Finance and budget Faculty, students and resources Program outcomes

Stages of accrediting programs Initiation of the process Conduction of a self evaluation study Accreditation visit Evaluation by the board of review or peer group Continuing self evaluation and ongoing program improvement

IMPORTANCE OF ACCREDITATION IN NURSING EDUCATION PROGRAMS

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