Evaluation

1. EVALUATION AND MEASUREMENT BHAGYASREE
DEFINITION
● Evaluation is the process of ascertaining or judging the value of something by careful
appraisal- Good carter.
● Evaluation is the process of determining to what extent the educational objectives are
being realised. – Ralph Tyler
Philosophy of evaluation
● Each individual should receive that education that most fully allows him /her to develop
his / her potential.
● Each individual should be placed that he/she should contribute to society and receives
personal satisfaction in so doing.
● Fullest development of the individual requires recognition of his /her essential
individuality along with some rational appraisal by him/hereself and others.
● The judgements required in assessing an individual’s potential are complex in their
composition, difficult to make and filled with error.
● Such error can be reduced but never eliminated. Hence, any evaluation can never be
considered final.
● Every form of appraisal will have critics, which is a spur to change and improvement
Purposes of evaluation
● Diagnosis: Identifies the weakness in learning among students and monitor learning
progress so as to provide suggestions.
● Prediction: Predict probable future successes on certain types of tasks on the basis of
present achievement or related tasks.
● Grading: Rank orders students and is usually used in terminal examination.
● Selection: Selects suitable candidates for various courses in a university. The entrance
tests for various courses serve this purpose.
● Guidance: Assists student in making decisions for the future in the choices of higher
studies or career.
● Exploration: Bring out the inherent capabilities of pupils such as attitudes, habits,
appreciation, understanding, manipulative skills, in addition to the conventional
acquisition of knowledge.
● Evaluation of the programme:Monitors the effectiveness of teaching in a particular
course; find out the relevance of the objectives and effectiveness of methods used and
provides a basis for the modification of the curriculum and courses.
● Evaluation of teachers: Test the efficiencies of teachers in providing learning
experiences and effectiveness of instructions
● Motivation: Help the student to become increasingly self directing in their study and
activities. And it helps in selecting, giving honours, placement of students in advanced
education and writing recommendations

2. PURPOSES OF EVALUATION IN NURSING EDUCATION
● To determine the level of knowledge and understanding of students
● To determine the level of student’s clinical performance.
● To become aware of the specific difficulties of individual students or of an entire class,
as a basis for further teaching .
● To diagnose each student’s strengths and weakness and to suggest remedial measures
which may be needed .
● To encourage student’s learning by measuring their achievements and informing them of
their success
● To help students to become increasingly self directing in their study
● To help students to acquire that attitude of and skills in self evaluation
● To provide the additional motivation of examination that provide opportunity to practice
critical thinking, the application of principles, the making of judgments etc.
● To estimate the effectiveness of teaching and learning techniques, of subject content
and of instructional media in attaining the goals of the programme
● To gather information needed for administrative purpose
Principles of evaluation
1. Determining and clarifying what is to be evaluated always has priority in the evaluation
process.
2. Evaluation techniques should be selected according to the purpose to be served .
3. Comprehensive evaluation requires a variety of evaluation techniques
4. Proper use of evaluation techniques requires an awareness of both their limitations and
strengths.
5. Evaluation is a means to an end , not an end in itself
Characteristics of evaluation
1. Evaluation is a continuous process
2. Evaluation includes academic and non-academic subjects
3. Evaluation is a procedure for improving the product:
4. Discovering the needs of an individual and designing learning experiences:
5. Evaluation is purpose oriented
Functions of evaluation
1. To make provisions for guiding the growth of individuals and pupils.
2. To diagnose the weakness and strength of the pupils.
3. To locate areas where remedial measures are needed .
4. To provide a basis for a modification of the curriculum and the course.
5. To motivate pupils toward better attainment and growth.
6. To test the efficiency of teachers in providing learning experiences.

3. Types of evaluation
1. Feasibility evaluation
2. Formative evaluation
3. Certifying evaluation or Summative evaluation
4. Maintenance evaluation
5. Maximum performance evaluation
6. Criterion referenced evaluation
7. Norm referenced evaluation
Evaluation process
1. Identifying the purpose of evaluation.
2. Identifying the time frame.
3. Determining when to evaluate.
4. Selecting the evaluators
5. Choosing an evaluation design/ framework or model.
6. Selecting an evaluation instruments
7. Collecting data.
8. Interpreting data
9. Reporting the findings
10. Using the findings
11. Considering the costs of evaluation.
MEASUREMENT
1. Measurement is any device, which allows the students to obtain information in a
quantitative form
2. “It is an act or process that involves the assignment of a numerical index to whatever is
being assessed.”
3. “The process of obtaining numerical description of the degree to which an individual
possesses a particular characteristic
Essentials of measurement
1. Identification and definition of the quality , attribute or variable that is to be measured.
2. Determining the set of operation through which the operation of attribute or variable may
manifest and become perceivable.
3. Establishment of a set of procedure for the translations of observations into quantitative
statements of degree extent or amount
Functions of measurement
1. Prognosis – It is an administrative function such as classification, selection, promotion
and gradation of student on the basis of student achievement, effectiveness of methods,
instruction and treatment is evaluated.
2. Diagnosis- It identifies the weakness of the students and helpful in preparing remedial
work for them. It is also helpful in establishing cause effect relationship. It can also
improve the instructional procedure.

4. 3. Research: Measurement provides more objective and dependable basis for research
purposes. Valid generalization can be made on the basis of accurate measurement
Criteria for the selection of evaluative devices
1. Sampling of the objectives
2. Sampling of the content
3. Validity
4. Reliability
5. Practicability
6. Usefulness
Validity :
● The validity of a test is the degree to which it measures what is intended to measure.
Types of Validity
1. Face Validity When one looks at the test he thinks of the extent to which the test seems
logically related to what is being tested
2. Construct Validity is used to ensure that the measure is actually measure what it is
intended to measure (i.e. the construct), and no other variables.
3. Content validity Content validity of a test reflects the extent to which student learn
specific content material in different subject. This type of validity is related to the content
area that is being tested.
4. Performance validity A tool that can be a written test is said to possess predictive validity
to the extent the information obtained through it serves the purpose of predicting the
future performance of students in a particular area of learning
5. Concurrent validity The test scores are correlated with another set of criterion scores
which are presently, that is concurrently available.
Reliability
1. Test-retest reliability is a measure of reliability obtained by administering the same test
twice over a period of time to a group of individuals. The scores from Time 1 and Time 2
can then be correlated in order to evaluate the test for stability over time.
2. Parallel forms reliability Is a measure of reliability obtained by administering different
versions of an assessment tool (both versions must contain items that probe the same
construct, skill, knowledge base, etc.) to the same group of individuals. The scores from
the two versions can then be correlated in order to evaluate the consistency of results
across alternate versions
3. Inter rater reliabilityis a measure of reliability used to assess the degree to which
different judges or raters agree in their assessment decisions
4. Internal consistency reliability Is a measure of reliability used to evaluate the degree to
which different test items that probe the same construct produce similar results.
● Average inter-item correlation
● Split-half reliability
Measurement errors
● Random error
● Systematic error :

5. Distinction between measurement and evaluation Measurement
1. Measurement refers to quantity describing in terms of pupils attainment in a subject. For
example , how much an individual’s performance has taken place, i.e. score in one
subject.
● Evaluation 1.Evaluation is measured in terms of quality and value judgement eg Good,
bad, normaleetc.
2. Not a continuous process It describes a situation, e.g. 50 out of 100 marks in nursing
education
● Continuous process Evaluation judges its works and values it as average
3. It is only a tool to be used in evaluation, but does not include in evaluation Limited
scope
● Evaluation includes measurement and signifies a wider process of judging students’
progress Wide scope