NOOTAN COLLEGE OF NURSING,

VISNAGAR

SUB: NURSING EDUCATION

TOPIC: EVALUTION

SUBMITTED TO:- SUBMITTED BY:

MR. KULDEEP JAIN MS. MANSURI TANJIM

ASSISTANT PROFESSOR F. Y M.sc NURSING
NCN, VISNAGAR NCN, VISNAGAR

SUBMISSION DATE:
❖Introduction

➢ Evaluation in education is the process of

judging the effectiveness of education
experience through careful appraisal. It
involves a continuous process of collecting,
recording, assembling and interpreting
information.
➢ Education evaluation is made in relation to the objective.
that has been determined by teachers and students.

❖Meaning
➢ It is concerned with provision of learning experience, increasing
the capabilities to perform certain functions. To evaluate' means to
ascertain the value or amount of appraisal carefully.

❖Definitions
➢ Evaluation is the term used to describe the process of finding out
whether what was expected, desired, or aimed at has been
achieved.

➢ Evaluation may be defined as a collection of methods, skills, and

sensitivities necessary to determine whether a human service is
needed and likely to be used, whether it is conducted as planned
and whether the human service does help people in need.

➢ It is the systematic process of collecting, analyzing and interpreting

information to determine the extent to which pupils are achieving
instructional objectives.
❖ Purposes of Evaluation
• To determine the level of knowledge and understanding of the
student in his/her classes at various times during the year and
semester.
• To assess the efficacy.
• To certify students’ degree, proficiency in a particular educational
practice.
• To diagnose the individual student’s educational strength and
weakness.
• To provide basis for modification of curriculum and course.
• To determine the progress a student in making towards achieving
the goals.
• To determine the level of the student’s clinical performance at
various stages.
• To become aware of the specific difficulties of individual student
of an entire class as a basis for further teaching.
• To diagnosis each student strengths and weaknesses and to suggest
remedial measures which may be needed.
• To encourage students learning by measuring their achievement
and inform them for their success.
• To help students to acquire the attitude of and skills in self-
evaluation.
• To help student to become increasingly self-directing in their
study.
• To provide the additional motivation of examinations that provides
opportunity to practice critical thinking, the application of
principle and making of judgment.
• To estimate the effectiveness of teaching and learning techniques
of subject content and of instructional media in reaching the goals
of her course.
• To gather information needed for administrative purposes such as
selecting students for higher course, placement of students for
advance training, writing recommendations.
• To encourage students learning by measuring their achievement
and informing their success.
• To appraise the teachers/supervisor competence.
• For adequate teaching learning situations.
• To discover the extent of competence.
• Serve as method of self-improvement, improving school learning
relations and as guiding principles for the selection of supervisory
techniques.

❖Characteristics of Evaluation

• Evaluation is a continuous process.

• Evaluation includes academic and non-academic.
• Evaluation is a procedure for improving the products.
• Evaluation discovers the needs of an individual and designing
learning experience.
• Evaluation in terms of purposes.
• Evaluation is a complex process.
• Evaluation is correlation between the education system and the
system of evaluation.

❖Scope of Evaluation

• Effectiveness of appraisal or method of instruction.

• Value judgment.
• Ascertaining the extent to which the educational objectives have
been attained.
• Effectiveness of appraisal or method of instruction.
• Identifies pupil strength and weakness, difficulties, and problems,
needs and demands.
• Provide baseline for guidance and counseling.
• Placement and promotions in jobs
• Development of attitude, interest, capabilities, originality,
knowledge, skills etc.
• Development of tools and techniques
• Development of curriculum and for its revision
• Interpretation of results
• Helpful for curriculum planners and administers to improve the
curriculum pattern.

❖Principles of Evaluation

▪ The value of evidence is gained through careful.

appraisal of teaching learning process.
▪ It is a continuous process; the teacher should make.
a plan for evaluation to cover the entire course.
▪ It determines to what extent the objectives of course are met or not.
▪ Determining and clarifying what is to be evaluated always has
priority in evaluation process.
▪ Comprehensive evaluation requires a variety of evaluation
techniques.
▪ The objectives should be stated in terms of behavior and content.
▪ Determining and clarifying what is to be evaluated.
▪ Considering, the interrelationship between objectives, instruction
or learning experiences and evaluation.
▪ Selecting evaluation techniques in terms of objectives to be served.
▪ Combining a variety of evaluation techniques for comprehensive
evaluation.
▪ Evaluation should be stimulating force leading to definite
improvement.
▪ Evaluation should be in terms of units appropriate to the behavior
being measured.
▪ Taking evaluation as a mean to an end, not an end in itself.
▪ Knowing the strength and limitations of various evaluation
techniques.
❖Evaluation Process
The process of evaluation involves the following steps:

✓ Formation of the objectives of educational programmed.

✓ Selection and stating objectives in terms of behavior modifications.
✓ Imparting learning experiences in accordance with the objectives.
✓ Devising tools of evaluation in accordance with the objectives and
learning experiences.
✓ Arriving results by using the above tools.
✓ Interpreting of the results.
✓ Modifications to be suggested.

❖Types of Evaluation

1. Formative evaluation: The term formative denotes the ongoing

or systemic assessment of student achievement while at term,
course of program in progress. It refers to evaluation taking place
during the program or learning activity.

• Formative evaluation is used to monitor learning progress during

instruction and to provide continuous feedback to both students
and teacher concerning learning success and failure. Feedback of
student reinforces learning and feedback to teacher provide
information for modifying instruction.
• It is conducted while the event to be evaluated is occurring and
focuses on identifying the progress towards purposes, objectives,
or outcomes to improve the activities, course, curriculum, program
or teaching and student.
• To enable people and agencies make judgments about the work
undertaken.
• To identify their knowledge, skills, and attitudes.
• To increase their ability to assess their learning and performance.
• To provide information to improve the product or process.
2. Summative evaluation: The term summative refers to assigning
a grade for students’ achievements at end of a term, course, or
program.
• Summative evaluation typically comes at the end of a course of
instruction. It is designed to determine the extent to which the
instructional objective have been achieved and is used primarily
for assigning course grade or certifying student mastery of the
intended learning outcome.
• To demonstrate they have achieved the standard required.
• To provide short term effectiveness or long-term impact
information to decide whether to adopt the product or process.

3. Placement evaluation: In this type of evaluation, learner's entry

behavior or capability is assessed to find out whether the student
passes knowledge, skills and attitude needed to begin the course of
instruction. It is used to find out to what extent student has already
mastered the objectives of the planned instruction, e.g., Entrance
exam.

4. Diagnostic evaluation: This type of evaluation is concerned with

finding out the reasons for students persistent or recurring learning
difficulties that cannot be resolved by standard corrective
measures. The aims are to find out the causes of learning problems
and plan to take remedial actions.

❖Criteria for Selection of Assessment Techniques

and Methods

1. Validity: Validity is referred to whether the test measures what it

claims to measure. A valid evaluation is one which test what sets
are out to test. A test is considered as valid when it measures what
it is supposed to measure.
2. Reliability: The reliability is a measure of the consistency with
which the question, test or examination produces the same result
under different but comparable conditions. It is the extent to which
an experiment, test or any measuring procedure shows the

3. Objectivity: It means that if the test is marked by different people,

the score will be the same result on repeated trials.

4. Comprehensiveness: A good test should include items from

different areas of material assigned for the test, e.g., (dialogue-
composition - comprehension -grammar -vocabulary -dictation -
handwriting) same.

5. Simplicity: Simplicity means that the test should be written in a

clear, correct, and simple language, it is important to keep the
method of testing as simple as possible while still testing the skill
you intend to test.

6. Storability: Storability means that each item in the test has its own
mark related to the distribution of marks given by The Ministry of
Education.

7. Practicality: It is the relationship between the resources that will be

required in the design, development and use of the test and the
resources that will be available for these activities.

8.Time (developing time and time for specific tasks)

• Materials (paper, pictures, library resources)

• Equipment (typewriters, computers, etc.)
• Space (rooms for test development and administration)
• Material Resources: Human Resources, e.g., test writers, test
administrators, raters,
among others.
 9. Standardization: It refers to stability of the test scores. The ability
to provide consistent test measurement on repeated occasion.

10. Usability: Ease of administration, scoring, interpretation and

application, low cost, and proper mechanical make-up.

11. Consistency: Free from extraneous sources of errors.

• Measure all instructional objectives.
• Objectives that are communicated and imparted to the students.
• Harmonious to the teacher's instructional objectives
• Designed as an operational control to guide the learning
sequences and experiences.

12. Cover all learning tasks: Measures the representative part of

learning task.
Appropriate testing strategies:
• Items which appraise the specific learning outcome
• Measurements or tests based on the domains of learning.
• Use test to improve learning.
• Tests are not only an assessment but also it is a learning
experience.
• Going over the test items may help teachers to reattach missed
items.
• Discussion and clarification over the right choice gives further
learning.
• Further guidance and modification in teaching measures enabled
through the revision of test.

13. Norm referenced, and criterion referenced tests:

Norm referenced: higher and abstract level of cognitive domain.

Criterion referenced: lower and concrete level of learning.
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