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Evaluation strategies conference final

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Evaluation strategies conference final

  1. 1. Dr. Mrs. Mary Sulakshini Immanuel
  2. 2. CONTENTS
  3. 3. •Objectives •Five key words •Definition •Place of Evaluation in educational cycle •Historical overview
  4. 4. • Purpose of Evaluation • Role of Evaluation in educational cycle • Student Evaluation – What for • Characteristics of evaluation • Process of Evaluation
  5. 5. • Common defects of examinations • Selecting evaluation instruments • Test Blue Print Design • Evaluation Tools – Methods • Trends concerning the Evaluation of clinical skills
  6. 6. • Characteristics of constructive feedback • Facilitating behavior of an Instructor • Interference behavior • Problems of Evaluation • Helping students of learn from the Test
  7. 7. • Helping yourself learn from the test • Returning test papers • Dealing with an agrieved student • What do you do with student who missed the test • Notice to all teachers
  8. 8. OBJECTIVES
  9. 9. • Update knowledge regarding various evaluation strategies • Understand different tools and techniques used in evaluation • Identify different evaluation strategies and their application in different settings • Discuss basic item analysis and sociometry
  10. 10. FIVE KEY QUESTIONS •What •Why •How •When •Who
  11. 11. DEFINITIONS
  12. 12. E – Value It is a systematic process of determining the extent to which instructional objectives and qualitative descriptions of learners and value judgment concerning the desirability of that behavior
  13. 13. Evaluation is a process of determining the extent to which instructional objectives are achieved by learner.
  14. 14. PLACE OF EVALUATION IN EDUCATIONAL CYCLE
  15. 15. DEFINITION OF OBJECTIVES PROGRAM IMPLEMENTATION EVALUATION
  16. 16. HISTORICAL OVER VIEW
  17. 17. Examinations and statistics were done 400 BC 1873 :- Nurse Report Cards. Concern over Evaluation. 1921:- Efficiency reports. Students detained on ‘ Whims’ . Long and tortured History of clinical evaluation. 1930:- Check lists – Personality Assessment.
  18. 18. 1940:- World War II – disuse of checklist 1959:- Self Evaluation 1963:- Critical Incident Report 1970:- Behavior Checklist 1980:- Competency based 1992:- Formative Summative Evaluation
  19. 19. WHY! THE PURPOSE OF EVALUATION
  20. 20. • Diagnosis • Prediction • Grading • Selection • Guidance • Exploration • Evaluation of teaching • Motivation
  21. 21. ROLE OF EVALUATION IN TEACHING
  22. 22. 1.Contributes directly to teaching 2.Pre assess the Learners needs 3.Provide Relevant teaching 4.Evaluate the Intended outcome 5.Progress of the student 6.To improve future learning experience
  23. 23. STUDENT EVALUATION - WHAT FOR
  24. 24. 1.Incentive to learn, motivation 2.Feedback to students 3.Modification of learning activities 4.Selection of students 5.Success or failure 6.Feedback to teacher 7.School – Public relations 8.Protection of society
  25. 25. CHARACTERIS TICS OF EVALUATION
  26. 26. 1.Appropriateness 2.Effectiveness 3.Practicability 4.Ease administering 5.Ease of Scoring 6.Ease of Interpretation
  27. 27. 7. Continuity 8. Objectivity 9. Relevance 10. Test usefulness 11. Precise and clear
  28. 28. 12.Adequacy and balanced 13. Utility 14. Comparability 15. Validity 16. Reliability
  29. 29. 17. Equilibrium 18. Equity 19. Specificity 20. Time 21. Length
  30. 30. PROCESS OF EVALUATION
  31. 31. • Identify the purpose of Evaluation • Identify the time frame • Determining when to Evaluate • Select the Evaluators • Choose an Evaluation design/ model
  32. 32. • Select the Evaluation instruments • Collect data • Interpret data • Report the findings • Consider the cost of evaluation
  33. 33. COMMON DEFECTS OF EXAMINATIONS
  34. 34. • Triviality • Outright error • Ambiguity • Obsolescence • Bias • Complexity • Unintended clues • Conservatism
  35. 35. SELECTING EVALUATION INSTRUMENTS
  36. 36. • Measurement purpose • Inference level • Validity + Reliability • Feasibility • Effect on students
  37. 37. TEST BLUE PRINT - DESIGNING  Consider oObjectives of the course, major concepts oThe duration of Teaching oLevel of learning outcome oWeightage and points
  38. 38. TEST CONSTRUCTION SPECIFICATION TABLE
  39. 39. E.g. Fundamentals of Nursing 4, 5 and 6 units Content Process Marks Weightage Knowledge Comprehension Aplication Analysis Synthesis Evaluation Total Unit 4 10 12 10 4 4 10 50 Unit 5 5 6 5 2 2 5 25 Unit 6 5 6 5 2 2 5 25 20 24 20 8 8 20 100
  40. 40. Decide:- How many questions, weightage, to be given, how much time for each questions in one hour paper. Teacher should take the test and allow three times more time to the students
  41. 41. EVALUATION TOOLS / METHODS OF EVALUATION Categorized into Knowledge Attitude Skills
  42. 42. COGNITIVE/KNOWLEDGE SUBJECTIVE TESTS oEssay Type oDescriptive or Narrative Type OBJECTIVE TYPE oMultiple choice question oSingle choice question oMatching oTrue – False oFill in the blanks
  43. 43. COGNITIVE/KNOWLEDGE Problem Solving Type oAssignment oAnecdotal Records oAchievement tests oTeacher made tests oStandardized tests oSimulation
  44. 44. AFFECTIVE/ATTITUDES oInterview oAnecdotal records oAttitude scales oRating scales oCommulative record oSociometry
  45. 45. AFFECTIVE/ATTITUDES o Projective Technique oAptitude Tests oObservational Technique oGroup Discussion oInteraction reports oLog Book
  46. 46. AFFECTIVE/ATTITUDES oVideo taping oCare Plans oDebate oPosition paper oCritical incident oSeminar presentation oCritique presentation
  47. 47. PSYCHO MOTOR/SKILLS • Performance Appraisal • Critical incident Technique • Cumulative record • OSCE or OSPE Methods • Observational Technique • Self Report • Anecdotal notes
  48. 48. STUDENT EVALUATION
  49. 49. TRENDS CONCERNING THE EVALUATION OF CLINICAL SKILLS
  50. 50. Greater emphasis on relating objectives to evaluation. More focus on student learning as the function of clinical evaluation.
  51. 51. Increased attention to the clinical evaluation process as a vehicle for instructional improvement More involvement of the students in clinical evaluation
  52. 52. Provision for observers training to improve reliability among faculty evaluation Increased use of stimulation techniques Use of patients records as instrument for clinical evaluation
  53. 53. Renewed efforts towards dealing effectively with the issue of grades and clinical evaluation Combined clinical evaluation methods for more comprehensive evaluation
  54. 54. CHARACTERISTIC S OF CONSTRUCTIVE FEEDBACK
  55. 55. Feedback should be descriptive rather than evaluative Specific rather than general Focus on behavior rather than on personality Feedback involves sharing of information rather than giving advice Well timed
  56. 56. Amount of information is limited to what recipient can use Feedback be solicited rather than imposed Feedback can be verified or checked to determine degree of agreement from others Avoid collusion
  57. 57. FACILITATING BEHAVIOR OF AN INSTRUCTOR
  58. 58. Positive feedback Honest feedback Constructive criticism Clearly defined expectations
  59. 59. INTERFERENCE BEHAVIORInsufficient feedback Only negative feedback Lack of clearly defined expectations Late returning papers
  60. 60. PROBLEMS OF EVALUATION
  61. 61. Leniency errors Vs stringency Halo Error Recency error Subjectivity Errors of Central Tendency Personal prejudice Mistakes Inaccurate appraisal
  62. 62. HELPING STUDENTS TO LEARN FROM THE TEST
  63. 63. Make them to study the subjects. Constructive feedback from the teacher guides and corrects. Students see their progress helps build self efficacy.
  64. 64. HELPING YOURSELF LEARN FROM THE TEST
  65. 65. Helps to diagnose student weakness Reveal areas of teaching failed to achieve its purposes Recognize students problems in understanding Improve the test
  66. 66. RETURNING TEST PAPERS Discussion the test in worthwhile use of time Help students to assess their own learning Discuss common errors and suggest strategies to avoid such problems Explain what answers are expected
  67. 67. DEALING WITH AN AGGRIEVED STUDENT
  68. 68. Be calm Listen to the complaints If grade to be changed, do it If not, help the student to find alternative models of study Ask them to write the complaint in a paragraph to be considered
  69. 69. What do you do about the student who missed the test? Only take the average of the test she has done..
  70. 70. ITEM ANALYSIS
  71. 71. PURPOSES • This tells us; 1. How easy is the item, how many students answered it right. 2. Is the item measuring the same thing as the rest of the test. 3. Does it discriminate between the good and weak students. 4. It gives feedback information to improve the items for future reuse. 5. Helps to eliminate defective items.
  72. 72. NOTICE TO ALL TEACHERS You are reminded that evaluation of education must begin with a clear and meaningful definition of its objectives
  73. 73. We don’t care how hard the students tried, we don’t care how close she got… Until she can perform she must not be certified as being able to perform. R.F. Mager
  74. 74. THANK YOU

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