Evaluation Seminar

7/30/2019 Evaluation Seminar

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EVALUATIONBY LIDIYAMOL.P.V

1ST YEAR M.SC NURSING


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EVALUATION - DEFINITION

THE PROCESS OF DETERMINING TO WHAT

EXTENT THE EDUCATIONAL OBJECTIVES ARE

BEING REALISED.

RALPH TYLOR


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EVALUATION - PRINCIPLES

Determining and clarifying what is to be

evaluated always has priority in the evaluation

process.

Evaluation technique should be selected

according to the purpose to be served.

Comprehensive evaluation requires a variety

of evaluation techniques


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EVALUATION PRINCIPLES CONTD.

Proper use of evaluation technique requires

an awareness of both their limitations and

their strengths

Evaluation is a means to an end, not an end in

itself.


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EVALUATION - CHARACTERISTICS

Evaluation is a continuous process.

Evaluation includes academic and nonacademic subjects.

Evaluation is a procedure for improving

the product.


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EVALUATION- CHARACTERISTICSCONTD.

Discovering the need of an individual and

deigning learning experience.

Evaluation is purpose oriented.


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PURPOSES OF EVALUATION

Clarifying the intended learning outcomes

Providing sjort term goals to work toward

Offering feedback concerning learningprogress

Providing information for overcoming leaning

difficulties and selecting future learningexperiences


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PURPOSES IN NURSING EDUCATION:- To determine the level of knowledge and

understanding of the students To determine the level of students clinical

performance

To become aware of the specific difficulties ofindividual students or of the entire class, as a basisfor further teaching

To diagnose each students strength and weakness

and to suggest remedial measure, which may beneeded.

To encourage students learning and by measuring

their achievement and inform them of their success


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PURPOSES IN NURSING EDUCATION:- To help students to acquire that attitude of and

skills in self evaluation

To help students to become increasingly selfdirecting in their studies

To provide the additional motivation ofexaminations that provides opportunity topractice critical thinking, application of principles,the making of judgement etc...

To estimate the effectiveness of teaching andlearning techniques, of such content and ofinstructional media in attaining the goals of theprogramme

To gather information needed for administrative

purposes


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FUNCTIONS OF EVALUATION:-

According to k. Soman, functions of evaluation

can be divided into two major categories:

Functions associated with the instructional

process (which involves both teaching and

learning)

Functions associated with the education

system as a whole.

i l d i i l


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Functions related to instructional

processs:-

Measurement function:-

Diagnostic functions:-

Guidance and remediation:- Motivating function:-

Assessment of the final output:-

Classification and placement:- Prognosis, prediction and selection:-

i l d l d i l


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Functions related to total educational

system:-

Improvement of inputs and process of

education:-

Maximisation of the output:-


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TYPES OF EVALUATION:-

Based on the frequency of conducting, evaluation

can be classified into summative and formative

evaluation.

Based on the nature of measurement, evaluation

can be classified into maximum performance and

typical performance evaluation.

Based on the method of interpreting results,

evaluation can be classified into criterionreferenced and norm referenced evaluation


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FORMATIVE EVALUATION:-

Advantages:

The events are recent, thus guarding accuracy

and preventing distortion by time.

The results can be used to improve student

performance, program of instruction, or

learning outcome before the programme or

course has concluded.


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FORMATIVE EVALUATION:-

Disadvantages:-

Making judgements before the activity iscompleted and not being able to see the results

before judgements are made. It can also be intrusive or interrupt the flow of

outcomes.

There is also a chance for a false sense of securitywhen formative evaluation is positive and thefinal results are not as positive as predictedearlier.


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SUMMATIVE EVALUATION:-

Advantages:

One advantage of summative evaluation is

that all work has been completed and the

findings of evaluation show results.

Disadvantages:-

Nothing can be done to alter the results.


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Maximum performance evaluation

It determines what individual can do when

performing at their best. Evaluation of this

type is concerned with determining a persons

abilities and how well an individual performswhen motivated to perform as high a score as

possible.aptitude and achievement tests are

useful in measuring maximum performanceevaluation.


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Typical performance evaluation

It determines what individuals will do undernatural conditions. (their typical behaviour).Results in this area , then will indicate what

individuals will do rather than what they cando. The importance of this distinctionbetween ability and typical behaviour is easilyillustrated. Attitude tests, personalityinventories and observational techniques willhelp to measure typical behaviour.


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Criterion referenced evaluation:-

This describes pupil performance according tothe specific domain of clearly defined learningtask. For example, formulates the nursing

diagnosis of patient with typhoid fever. Thus,criterion referenced evaluation directlydescribe the specific performance that wasdemonstrated. Criterion reference

interpretation enables us to describe what anindividual can do, without reference to othersperformance.


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Norm referenced evaluation:-

It describes pupil performance according to

relative position in some known group.

STANDARDS FOR EDUCATIONAL


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STANDARDS FOR EDUCATIONAL

EVALUATION:-

The Joint Committee on Standards for

Educational Evaluation published three sets of

standards for educational evaluations. The

Personnel Evaluation Standards was publishedin 1988, The Program Evaluation

Standards was published in 1994, and The

Student Evaluations Standards was publishedin 2003.
http://en.wikipedia.org/wiki/Joint_Committee_on_Standards_for_Educational_Evaluationhttp://en.wikipedia.org/wiki/Joint_Committee_on_Standards_for_Educational_Evaluationhttp://en.wikipedia.org/wiki/Joint_Committee_on_Standards_for_Educational_Evaluationhttp://en.wikipedia.org/wiki/Joint_Committee_on_Standards_for_Educational_Evaluation


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The Personnel Evaluation Standards

The propriety standards require that evaluations be

conducted legally, ethically, and with due regard for thewelfare of evaluates and clients involved in.

The utility standards are intended to guide evaluationsso that they will be informative, timely, and influential.

The feasibility standards call for evaluation systemsthat are as easy to implement as possible, efficient intheir use of time and resources, adequately funded,and viable from a number of other standpoints.

The accuracy standards require that the obtainedinformation be technically accurate and thatconclusions be linked logically to the data.


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The Program Evaluation Standards

The utility standards are intended to ensure that an

evaluation will serve the information needs of intendedusers.

The feasibility standards are intended to ensure that anevaluation will be realistic, prudent, diplomatic, and

frugal. The propriety standards are intended to ensure that an

evaluation will be conducted legally, ethically, and withdue regard for the welfare of those involved in theevaluation, as well as those affected by its results.

The accuracy standards are intended to ensure that anevaluation will reveal and convey technically adequateinformation about the features that determine worthor merit of the program being evaluated.


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The Student Evaluation Standards The Propriety standards help ensure that student

evaluations are conducted lawfully, ethically, and withregard to the rights of students and other personsaffected by student evaluation.

The Utility standards promote the design and

implementation of informative, timely, and usefulstudent evaluations.

The Feasibility standards help ensure that studentevaluations are practical; viable; cost-effective; andculturally, socially, and politically appropriate.

The Accuracy standards help ensure that studentevaluations will provide sound, accurate, and credible

information about student learning and performance.


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STEPS IN EVALUATION:-

Guilbert identified four steps in evaluation

Defining the acceptable level of performanceby way of stating educational objectives

Development and use of appropriatemeasuring instruments to measure thelearning outcomes.

Interpretation of the collected data Formulation of judgement regarding the

findings and taking appropriate actions.


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THE EVALUATION PROCESS:-

Identifying the purposes of evaluation

Identifying a time frame

Determining when to evaluate

Selecting the evaluators

Choosing an evaluation design/framework/model.

Selecting an evaluation instrument.

Collecting data Interpreting data

Reporting the findings

Using the findings

Considerin the costs of evaluation


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Documents

Evaluation Seminar