2. INTRODUCTION
Assessment is part of the everyday
activities of nursing professionals.
Assessment is the only way by which
a teacher can know how successful
his teaching was and what areas in
teaching need improvement.
Similarly, a student can know his
learning difficulties & also at what
position he stands in the crowd of
students.
3. WHAT IS ASSESSMENT/EVALUATION
Evaluation is the process of determining to
what extent the educational objectives are
being realized.
Evaluation is the assessment of merits or
worth.
Evaluation is a systematic examination of
educational & social progress.
Evaluation involves assessing the strengths &
weaknesses of programs, policies, personnel,
products, & organizations to improve their
effectiveness.
4. PURPOSES OF
ASSESSMENT/EVALUATION
To provide short-term goals to the students.
To clarify the intended learning outcome.
To determine the level of knowledge &
understanding in students.
To diagnose the strengths & weakness of students.
5. PURPOSES OF
ASSESSMENT/EVALUATION
To encourage students learning by measuring their
achievement.
To provide information to students for overcoming
learning difficulties.
To estimate the effectiveness of the instructional
media used.
To help students acquire the attitude & skills or self-
evaluation.
6. PURPOSES OF
ASSESSMENT/EVALUATION
To assess the nonscholastic domains of the
student’s personality.
To assess the student’s progress throughout the
year.
To ascertain if the teaching strategies are
effective or not.
To improve curriculum in light of recent advances.
7. PURPOSES OF
ASSESSMENT/EVALUATION
To satisfy the university requirements for a
curriculum.
To report the student’s progress to parents.
Evaluation is carried out for general &
educational research.
8. TYPES OF ASSESSMENT/EVALUATION
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Parameters
Formative
Assessment
Summative
Assessment
Meaning It is ongoing assessment of
the student’s achievement.
It is final assessment of the
student’s achievement.
Purposes To monitor the progress of
students & provide feedback
for improvement.
To finally assign the grades.
Frequency Carried out quite frequently
ranging from daily to weekly.
Carried out monthly,
biannually, annually or at the
end of a semester.
Content focus Detailed focus on content. General & broad content
scope.
Methods It include classroom
questioning, daily
assignments, regular
formal/informal observation,
class tests & internal
assessments.
It include project evaluation,
term examination & final
external examination.
12. CRITERIA FOR SELECTION OF
ASSESSMENT TECHNIQUE/METHOD
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9. Understandability
10. The power of discrimination
11.Validity of assessment
instrument
12.Reliability of assessment in
instrument
13. CLASSIFICATION OF ASSESSMENT
TOOLS AND TECHNIQUES
Assessment of Knowledge Assessment of Skills
Assessment of
Attitude
Essay type questions Observation checklist Likert attitude
Extended response essay Rating scale scale
Restricted response essay Anecdotal record Semantic
Short answer questions Cumulative records differential scale
Fill in the blank type Writing clinical
Statement completion assignment
Labelling a diagram Critical incident record
Short answer in 5-10 words Practical examination
Viva voce (Oral
Examination)
Objective type of questions Objective Structured
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Multiple choice questions Clinical Examination
Multiple response (OSPE)
questions Objective Structured
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14. ESSAY TYPE QUESTIONS
Essay type questions are a test containing
questions requiring the students to
respond in writing. It emphasizes recall
rather than recognition of the correct
alternative.
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15. ESSAY TYPE QUESTIONS
Questions are used both as formative &
summative assessments.
They require a great deal of thought & planning.
Students prepare their own answers.
They evaluate knowledge areas alone.
No single answer can be considered through or
correct.
The examinee is permitted freedom of response
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Features of essay type questions:
16. ESSAY TYPE QUESTIONS
• Assess critical-thinking
skills in learners.
• Provide an opportunity to
assess the problem
solving & decision making
ability in learners.
• Helps evaluate thinking,
recall, analysis &
synthesis of facts.
• Provide very limited scope
of guessing answers.
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ADVANTAGES DISADVANTAGES
• It difficult & time
consuming to grade the
answer.
• Evaluation is subjective;
different teachers may
mark the same answer
differently.
• There is a scope of lot of
subjective biasness.
• These questions provide
practice in poor or
unpolished writing.
17. SHORT ANSWER QUESTIONS
SAQ the answer has to be generated and
supplied by the learner rather than chosen
from a number of options provided.
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18. SHORT ANSWER QUESTIONS
Purposes of SAQs
Useful to assess the recall ability of
students.
Used to assess students in a classroom
while a lecture is in progress.
Useful in formative assessment.
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19. SHORT ANSWER QUESTIONS
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ADVANTAGES
Provide the opportunity to
cover a much wider
content of the syllabus.
Can be administered to a
large group of students
Useful to assess the
recall of information.
Provide less scope for
guesswork.
Require less stationary.
DISADVANTAGES
They are not particular
suited for testing higher
cognitive & noncognitive
outcomes.
They can lead to cheating
within a group of
students.
Difficulties in scoring if
not worded carefully.
Provide no scope to
assess the writing ability.
20. MULTIPLE CHOICE QUESTIONS
MCQs are the form of assessment where respondents
are asked to select the best possible answer out of
choices from a list.
Scoring in MCQs is easier as compared to essay type
& short answer type questions but the other side of
the coin is that it is equally difficult to construct good
quality MCQs & there is a high chance of cheating &
guesswork practices.
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21. MULTIPLE CHOICE QUESTIONS
Easy to use &
administer.
Can cover a large
content area of syllabus.
Easy to check answers.
High reliability & validity.
No scope of subjective
biasness.
Allow more adequate
sampling of content.
No useful to test highest
level of cognitive domain.
Difficult to construct good
MCQs.
More suitable format for
cheating in students.
Time-consuming process
to construct good MCQs.
Inappropriate for
measuring skilled
performance.
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ADVANTAGES DISADVANTAGES
22. OBSERVATION CHECKLIST
A checklist is a simple instrument
consisting prepared list of expected
items of performance or attributes, which
are checked by a evaluator for their
presence or absence.
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23. OBSERVATION CHECKLIST
Characteristics of a Checklist
Observe one respondent at one time.
Clearly specify the characteristics of the behavior to
be observed.
The observer should be trained how to observe
Use checklist only when you are interested in
calculating a particular characteristics
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24. OBSERVATION CHECKLIST
Checklists allow inter-
individual comparisons.
They provide a simple
method to record
observations.
They are adaptable to
subject matter areas.
They are helpful in
evaluating procedure work.
Decreases the chances of
errors in observation.
It not indicate quality of
performance.
Only limited component
can be evaluated.
It has limited use in
qualitative observations.
Checklists are not easy
to prepare.
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ADVANTAGES DISADVANTAGES
25. RATING SCALE
Rating is the term used to express opinion or
judgment regarding some performance of a person,
object, situation & character.
Rating scale refers to a scale with a set of opinion,
which describes varying degree of the dimensions
of an attitude or a phenomenon being observed.
It could be a 3-point, a 5-point or a 7-point rating
scale
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26. RATING SCALE
Types of Rating Scale
1. Graphic Rating Scale
2. Descriptive Rating
Scale
3. Numerical Rating Scale
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Nursing
Personnel in a
ward
Level of Clinical Performance
1. Ankit Very
active
Active Moderately
active
passive
2. Rajesh
3. Priti
4.subha
27. RATING SCALE
Common content of appraisal in rating scale
• Neatness
• Willingness
Dependability
• Initiative
• cooperative
Volume of
work
• Reliability
• Accuracy
Quantity of
work
• Judgment
• Ability
Quality of
work
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28. RATING SCALE
Rating scale are easy to
administer.
It less time-consuming.
It can be easily used for a
large group.
They are also used for
quantitative methods.
They are used to evaluate
performance & skills &
product outcomes.
It is difficult or
dangerous to fix up
rating about many
aspects of an
individual.
Misuse can result in a
decrease in objectivity.
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ADVANTAGES DISADVANTAGES
29. PRACTICAL EXAMINATION
Practical examination is concerned with
the assessment of practical performance
skills & practice competency acquired by a
student during the course of a particular
programme.
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30. PRACTICAL EXAMINATION
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Purposes of Practical Examination
To assess the practical skills
To assess the development in affect domain
To assess the student’s problem solving skills
To assess the recording & reporting skills
To assess multiple performance task such as
assessment, planning, implementation,
communication
31. PRACTICAL EXAMINATION
ADVANTAGES
It provide an opportunity
to assess the skills &
competency.
It provide an opportunity
to the examiner for
assessing the use of
compartmentalized
knowledge.
An examiner also get an
opportunity to assess the
communication &
interpersonal skills.
DISADVANTAGES
It not considered an
objective method of
assessment.
It time consuming
process.
It not feasible for large
group.
Sometime it considered
as unethical to expose
patients for examining
students.
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32. OBJECTIVE STRUCTURED CLINICAL
EXAMINATION
OSCE is a modern type of examination to
assess clinical skill performance &
competence in skills such as communication,
clinical examination, medical & nursing
procedure/prescription, exercise prescription,
joint mobilization techniques & interpretation
of results.
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33. OBJECTIVE STRUCTURED CLINICAL
EXAMINATION
OSCE is an assessment tool in which the components of
clinical competence such as history taking, physical
examination, simple procedures, interpretation of lab
results, patient management problems, communication,
attitude etc. are tested using agreed check lists &
rotating the student round a number of stations some of
which have observers with checklists.
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DEFINITION OF OSCE
34. OBJECTIVE STRUCTURED CLINICAL
EXAMINATION
PRACTICAL SKILLS ARE ASSESSED IN NURSING USING OSCE
Interpersonal & communication skills
History Taking skills
Physical Examination
Mental Health Assessment
Clinical decision making & clinical problem solving
Interpretation of clinical findings
Management of a clinical situations
Patient education
Acting safely in an urgent clinical situation
Basic & advanced nursing care procedure practice
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35. OBJECTIVE STRUCTURED CLINICAL
EXAMINATION
The OSCE examination consists of about 10-15
stations, each of which requires about 4-5 minutes. The
number of stations & time spent on each station may
vary based on needs of evaluation.
All stations should be capable of being completed in
the same time.
The students are rotated through all stations & have to
move to the next station at the signal.
As the stations are generally independent, students can
start at any procedure stations & complete the cycle.
Using 15 stations of 4 minutes each, 15 students can
complete the examination within 1 hour.
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Organizing the OSCE
36. OBJECTIVE STRUCTURED CLINICAL
EXAMINATION
Each station is designed to test a component of clinical
competence.
At some stations, called the procedure stations,
students are given tasks to perform on patients or
simulators. At all such stations there are observers with
agreed upon checklist or rating scales to score the
student’s performance.
At other stations called response stations, students
respond to questions of the objective type or interpret
data or record their findings of the previous procedure
stations.
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Organizing the OSCE
38. OBJECTIVE STRUCTURED CLINICAL
EXAMINATION
More valid than the
traditional approach to
clinical examinations.
Examiner can decide in
advance what is to be
tested.
Examiners can have
better control on the
content.
More reliable.
The use of checklist by
examiner
Students knowledge &
skills are tested in
compartments.
Demanding for both
examiners & patients.
Examiners are require to
pay close attention to
students repeating the
same tasks
Maintaining uniform
difficulty level is not
always possible.
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ADVANTAGES DISADVANTAGES
39.
40. LIKERT SCALE
The Likert Scale was named after a psychologist Rensis
Likert, who developed it in 1932 as a psychological
concept measurement scale.
Likert Scale is a composite measurement scale used to
measure attitude, values & feelings of the people that
involve summation of scores on the set of positive &
negative declarative statements regarding measuring
variables to which respondents are asked to indicate
their degree of agreement or disagreement.
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42. LIKERT SCALE
Useso
faLikertS
ca
le
It is basically used to measure the
attitudes, values & feelings of the
people about specific concept such
as a situation, people, place, object,
programme, practice, policy & so on.
This scale is used to have quantified
measurement of the qualitative
attributes of people such as feelings,
values & attitude.
It may also be used to assess the
opinion of the people about a
particular abstract concept.
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45. LIKERT SCALE
It is relatively easy to
construct this scale.
It is considered more
reliable & valid tool to
measure psychological
variables.
It easy to administer.
It is less time consuming.
The respondents may
feel forced to answer the
question.
Difficulty in justifying the
selection of the number
of categories.
Casual approach of
respondents in these
scale may provide
misleading data
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ADVANTAGES DISADVANTAGES
46. SEMANTIC DIFFERENTIAL SCALE
Semantic differential questions measure people’s
attitude towards stimulus, words, objects & concepts.
This question type consists of a series of contrasting
adjective pairs (e.g. good-bad, beneficial-harmful) listed
on opposite ends of a bipolar scale.
Semantic differential scale is a type of rating scale
designed to measure the connotative meaning of
objects, events & concepts. This connotations are used
to derive the attitude of the objects, events & concepts.
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48. 47
SEMANTIC DIFFERENTIAL SCALE
Adjectivepairsusedforconstructionofsemanticdifferentialscale
Evaluation Potency Activity
Good – Bad Hard – Soft Active – Passive
Kind – Cruel Strong – Weak Fast – Slow
Wise – Foolish Heavy – Light Hot – Cold
Beautiful – Ugly Deep – Shallow Motivated – Aimless
Happy – Sad Potent – Impotent Moving – Still
Sociable – Unsociable Large – Small Excitable – Calm
Friendly – Unfriendly Simple – Complex Alive – Dead
Willing – Unwilling Difficult – Easy Emotional – Unemotional
Honest – Dishonest Submissive – Assertive Bright –Dim
49. SEMANTIC DIFFERENTIAL SCALE
ADVANTAGES DISADVANTAGES
o It is difficult to select the
relevant concepts that
are appropriate for any
given investigations.
o It is time consuming.
o A convenient method to
assess beliefs, attitudes &
values in quantitative
form.
o Easy to administer.
o Provides reasonable,
valid & reliable
quantitative data.
