measurment and evaluation

1. CONCEPT AND NATURE OF MEASURMENT AND
EVALUATION, MEANING, PROCESS, PURPOSE,
PROBLEMS IN EVALUATION AND MEASUMENT
CONCEPT
1) TEST:-
Meaning- It will be used in narrowest and restricted means.
Definition- It is a device of procedure for conforming a subject to a standard set of question
or tests to which the student is to respond independently and the result of without can be
treated as a quantitative comparison of the performance of students.
2) Measurement :-
Meaning – Any device e.g. rating scale, observation without allow to obtain information in a
quantitative form.
Definition – It is an act or processes that involve the assignment of a number in order to
whatever is being assessed. It is a process of determining to what extent the education
objectives are being realized.
3) Evaluation:-
Meaning – To evaluate means to ascertain the valve or amount of apprise careful.
Definition – It is a process by means of which changes in the behaviour of student sought by
a school.
Definition:-
TEST:-An instrument or systematic procedure for measuring a sample of behaviour
(answer the question, ‘’ How well does the individual perform either in comparison with
others or in comparison with a domain of performance tasks?”
Measurement:-The process of obtaining numerical description of the degree to which an
individual possesses a particular characteristic. (Answer the question, “How much?”)
Evaluation:-“From the stand point of classroom evaluation, it is the systematic process of
collecting; analyzing and interpreting information to determine the extent to which pupils are
achieving instructional objectives” (answer the question, “How good?”)
According to Thorpe (1993) evaluation is the collection analysis and interpretation of
information about training as part of a recognized process of judging its effectiveness, its
efficiency and any other outcomes it may have.

2. According to Thorpe (1993) Evaluation is the collection analysis and interpretation of
information about training as part of a recognized process of judging its effectiveness, its
efficiency, and any other outcomes it may have.
Characteristicsofgoodevaluation
 Validity: A valid evaluation is one which actually tests what is sets out to test i.e.,
one which actually measures that behaviour described by the objective(s), under
scrutiny. Obviously, no one would deliberately. Construct an evaluation item to test
irrelevant material but very often non-valid test items are in fact used e.g., questions
that are intended to test recall of factual material but which actually test the
candidate’s powers of reasoning, or questions which assume a level of pre-knowledge
that the candidates do not necessarily possess.
 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. A reliable evaluation item gives reproducible scores with similar
populations of students. It is therefore, independent of the characteristics of individual
evaluations. In order to maintain reliability, one evaluative question should test only
one thing at a time and give the candidates no other option. The evaluation should
also adequately reflect the objectives of the teaching unit.
 Practicability: Evaluation procedure should be realistic, practical and efficient in
terms of their cost, time taken and case of application. It may be an ideal procedure of
evaluation but may not be put into practice,
 Fairness: Evaluation must be fair to all students. This can be possible by accurate
reflecting of range of expected behaviours as desired by the course objectives. To
keep fairness in evaluation, it is also desired that students should know exactly how
they are to be evaluated. This means that students should be provided information
about evaluation such as nature of the materials on which they are to be examined
(i.e., Context and Objectives), the form and structure of the examination, length of the
examination and the value (in terms of marks) of each component of the course.
 Usefulness: Evaluation should also be useful for students. Feedback from
evaluation must be made available to the students and weakness. By knowing their
strength and weakness, Students can think of further improvement. Evaluation should
suggest all the needful requirements for their improvement.
 Evaluation is continuous. It is not confined to one particular class or stage of
education. It is to be conducted continuously as the student passes from one stage to
another, from one class to other, from one school to the other. It starts at the time the
child seeks admission in a particular grade in the form of placement evaluation; it
continues as the child proceeds, from one unit to another unit of instruction in the

3. form of formative and diagnostic evaluation and ends in summative evaluation at the
end of instruction in a particular grade.
 Evaluation is comprehensive-It is not simply concerned with the academic
status of the student but with all aspects of his grow i.e. which includes both cognitive
and non-cognitive aspects.
 Objectivity: A tool is said to be objective if it is free from personal bias of
interpreting its scope as well as in scoring the responses. Objectivity is one of the
most primary pre-requisites required for maintaining all other qualities of a good too.
Measurement Evaluation
1. Measurement is a objective. 1. Evaluation is subjective.
2. Refers to quantity describing in terms 2. It is terms of quality and
Of pupils attainment in a subject. Value, judgment, e.g. goods
bad normal e.g. How good an
Individual performance has
Taken place.
3. For example, how much an individual 3.Evaluation judges its work
Performance has taken place I.e. since and values it as average.
In 1 subject.
4. It describes a situation e.g. 50 out of 4. Includes measurement and
100 marks in nursing education. Signifies wider process of
Judging students’ progress.
Purposes of evaluation:-
1. Placement of students, which involves bringing students appropriately in the learning
sequence and classification or streaming of students according to ability or subjects.
2. Selecting the students for courses – general, professional, technical, commercial etc.

4. 3. Certification: This helps to certify that a student has achieved a particular level of
performance.
4. Stimulating learning: this can be motivation of the student or teacher, providing feedback,
suggesting suitable practice etc.
5. Improving teaching: by helping to review the effectiveness of teaching arrangements.
6. for research purposes.
7. for guidance and counselling services.
8. for modification of the curriculum purposes.
9. for the purpose of selecting students for employment.
10. for modification of teaching of teaching methods.
11. for the purposes of promotions to the students.
12. for reporting students’ progress to their parents.
13. for the awards of scholarship and merit awards.
14. for the admission of students into educational institutions.
15. for the maintenance of students.
Principal of evaluation
 Determining and clarifying what to be evaluated always has priority in evaluation
process.
 Evaluation techniques should be selected according to purpose to be served.
 Comprehensive evaluation requires a variety of evaluation technique.
 Proper use of evaluation technique requires an awareness of both limitation and
strength.
 Evaluation is means to end, and not an end in itself.
GUIDING PRINCIPLES:-
Nine guiding principle are presented in the final report of the Minister’ s Advisory
Committee on evaluation and monitoring, entitled, evaluation in education (1989).The
purpose of these principle is to provide guidance on educational evaluation in several areas.
One of these areas is student evaluation.
Five general guiding principle provide a framework to assist teachers in planning for student
evaluation-
1. It should be a planned, continuous activity

5. 2. It should be guided by the intended learning outcomes of the curriculum and a
variety of assessment strategies should be used.
3. Should be communicated in advance.
4. Evaluation should be fair and equitable.
5. Evaluation should help students. It should provide positive feedback and encourage
students to participate actively in their own learning.
Assessmentstrategies
 Student classroom performance
 Anecdotal records
 Observation checklist
 Rating scale
 Contract
 Laboratory report
 Test station
 Peer and self-assessment
 Major project and written reports
 Discussion groups
 Teacher developed test formats
 Matching items
 Multiple choice
 Oral, Short answer
 True/false
 Essay, performance test
Phase of the evaluation
Preparation
Phase
Assessment
Phase
Evaluation
Phase
Reflection
Phase

6. 1.Preparationphase:- Decision are made which identify what is to be evaluated the type
of evaluation ( formative, summative or diagnostic) to be used, the criteria against which
student learning outcomes will be judged, and the most appropriate assessment strategies
with which to gather information on student progress. The teachers decision in this phase
form the basis for the remaining phase.
2. Assessmentphase: - the teacher identifies information –gathering strategies, collects
student products, constructs or selects instruments, administers them to the student and
collects the information on student learning progress. The teacher continues to make decision
in this phase. The identification and elimination of bias (such as gender and culture bias)
from the assessment strategies and instruments, and determining where, and how assessment
will be conducted are examples of important considerations for the teacher in this phase of
evaluation.
3. Evaluation phase:- the teacher interprets the assessment information and makes
judgments about student progress. Based on the judgments or evaluations, teacher makes
decision about students learning programs and report on progress to student, parents and
appropriate school personnel.
4. Reflectionphase:-allow the teacher to consider the extent to which the previous phase
in the evaluation process has been successful. Specifically, the teacher evaluates the utility
and appropriateness of the assessment strategies used. Such retlection assists the teacher in
making decision concerning improvements or modifications to subsequent teaching and
evaluation.
Function of evaluation:-
1. Evaluation and educational program:
 It helps to modify of curriculum or syllabus or courses.
 It forms the basis introduction of experience to meet the students
 To motivate the student towards better attainment for growth and development.
 To pin point the areas where immediate measures are needed.
 To diagnose the weakness and strengths of the pupil.
 To improve the instructional activities and educational program.
 To test the efficacy of the teacher improving the learning experience and effectiveness
of classroom teaching.
 To achieve the educational goal
 To bring out the capabilities of the student e.g. attitude their habits and skills.
 To know the rate of progress in difficult areas of learning.
2. Evaluation and teacher
 It provides her/him with knowledge concerning the students and their behaviour.

7.  To know the efficacy of the instructional methods in teaching and learning experience
situation.
 To diagnose strength and weakness of students and also where the grade it.
 To provide the guidance and counselling to provide remedial measure.
3. Evaluation and administrate
 To find whether the school has achieved educational objective.
 To bring out the various activities in the school e.g. sports
 It is basis of modification for the curriculum.
4. Evaluation and student
 Communicating teacher’s objectives. If student clearly know the teachers objectives,
they can fulfil the objective.
 Increasing motivation
 Encourages good study habits, activities and skill.
 Evaluation should be summarized and intimated to students.

8. Summary
TEST:-An instrument or systematic procedure for measuring a sample of behaviour (answer
the question, ‘’ How well does the individual perform either in comparison with others or in
comparison with a domain of performance tasks?”
Measurement: - The process of obtaining numerical description of the degree to which an
individual possesses a particular characteristic. (Answer the question, “How much?”)
Evaluation:-“From the stand point of classroom evaluation, it is the systematic process of
collecting; analysing and interpreting information to determine the extent to which pupils are
achieving instructional objectives” (answer the question, “How good)
Conclusion:- Evaluation becomes a necessary tool in the educational process. Emphasis
on teacher’s evaluation of their pupils, continuous assessment, introduction of grading in
place of numerical marking, use of evaluation as feedback for improvement of teaching and
learning emphasizes shift from external examination to internal assessment by teacher.
Abstract
Interpretive evaluation is an effective tool for the evaluation of higher learning outcomes, but
it is one of the least explored areas in nursing. The objective of the study was to find out the
opinion of B.Sc. nursing students about the usefulness of interpretive evaluation in nursing. A
descriptive survey design was used. Opinion was obtained from 64 B.Sc. nursing students
following administration of interpretive evaluation on cranial nerve assessment. The result
showed that 100% of the students agreed that interpretive evaluation stimulates critical
thinking and it makes them learn more actively. Majority (98.1%) of the students expressed
that they would prefer to have interpretive evaluation method of learning to improve their
clinical knowledge. Most of the students (96.6%) agreed that interpretive evaluation is
interesting to work on and 95.3% of the students recommended having this type of evaluation
for physical assessment of their patients. Interpretive evaluation can be implemented both in
theory and practicum to evaluate nursing students' performance. It improves the overall
knowledge and skills of the students so that the students can provide better care to the
patients and become competent nurses
Abstract
Nurses have a social responsibility to evaluate the effect of nursing practice on patient
outcomes in the areas of health promotion; injury and illness prevention; and alleviation of
suffering. Quality assessment initiatives are hindered by the paucity of available data related
to nursing processes and patient outcomes across these three domains of practice. Direct care
nurses are integral to self-regulation for the discipline as they are the best source of
information about nursing practice and patient outcomes. Evidence supports the assumption
that nurses do contribute to prevention of adverse events but there is insufficient evidence to
explain how nurses contribute to these and/or other patient outcomes. The purposes of this
article are to examine the imperatives, ideal conditions, history, and challenges related to
effective outcome measurement in nursing. The article concludes with recommendations for
action to move quality assessment forward, such as substantial investment to support
adequate documentation of nursing practice and patient outcomes.

9. Citation: Jones, T., (May 31, 2016) "Outcome Measurement in Nursing: Imperatives, Ideals,
History, and Challenges" OJIN: The Online Journal of Issues in Nursing Vol. 21, No. 2,
Manuscript 1.
Bibliography

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