Assessment and evaluation are important parts of the nursing profession. Assessment allows teachers and students to understand how effective teaching was and identify areas for improvement. It also allows students to understand their own learning and strengths. There are various types of assessment, including formative and summative, as well as different tools like essays, short answers, checklists and rating scales. The document discusses the purposes of assessment, types of assessment tools and techniques, and how to select the appropriate assessment method.

1. ASSESSMENT
DR. JAYESH PATIDAR
NURSING PATH

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.
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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.
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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.
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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.
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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.
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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.
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8. TYPES OF ASSESSMENT/EVALUATION
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
It include project evaluation,
term examination & final
external examination.
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9. SCOPE OF
ASSESSMENT/
EVALUATION
Selection
of students
Feedback
of
students
Feedback
to teacher
Incentive
to
learning
Motivation
of learning
activities
Certification
of
competency
Decision
for
successor
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10. CRITERIA FOR SELECTION OF
ASSESSMENT TECHNIQUE/METHOD
1. Congruent with educational
objectives
2. Objectivity
3. Practicability
4. Constructed on wide
curricular content
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11. CRITERIA FOR SELECTION OF
ASSESSMENT TECHNIQUE/METHOD
5. Clear & Comprehensive
6. Concise & Precise
7. Relevance
8. Adequate & Appropriate
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12. CRITERIA FOR SELECTION OF
ASSESSMENT TECHNIQUE/METHOD
9. Understandability
10. The power of discrimination
11. Validity of assessment
instrument
12. Reliability of assessment in
instrument
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13. CLASSIFICATION OF ASSESSMENT
TOOLS AND TECHNIQUES
Assessment of Knowledge Assessment of Skills
Assessment of
Attitude
Essay type questions
Extended response essay
Restricted response essay
Observation checklist
Rating scale
Anecdotal record
Likert attitude
scale
Semantic
differential scaleShort answer questions
Fill in the blank type
Statement completion
Labelling a diagram
Short answer in 5-10 words
Cumulative records
Writing clinical
assignment
Critical incident record
Practical examination
Viva voce (Oral
Examination)
Objective type of questions
Multiple choice questions
Multiple response
questions
True & false questions
Matching type question
Objective Structured
Clinical Examination
(OSPE)
Objective Structured
Practical Examination
(OSPE)
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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
Features of 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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16. ADVANTAGES
• 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.
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.
ESSAY TYPE QUESTIONS
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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. 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.
SHORT ANSWER QUESTIONS
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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. ADVANTAGES
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.
DISADVANTAGES
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.
MULTIPLE CHOICE QUESTIONS
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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. Characteristics of a Checklist
OBSERVATION 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
ADVANTAGES
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.
DISADVANTAGES
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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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. 1. Graphic Rating Scale
RATING SCALE
2. Descriptive Rating
Scale
3. Numerical Rating Scale
Nursing
Personnel in a
ward
Level of Clinical Performance
1. Ankit Very
active
Active Moderately
active
passive
2. Rajesh
3. Priti
4.subha
Types of Rating Scale
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27. Quantity of
work
• Reliability
• Accuracy
Volume of
work
• Initiative
• cooperative
Quality of
work
• Judgment
• Ability
Dependability
• Neatness
• Willingness
RATING SCALE
Common content of appraisal in rating scale
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28. ADVANTAGES
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.
DISADVANTAGES
It is difficult or
dangerous to fix up
rating about many
aspects of an
individual.
Misuse can result in a
decrease in objectivity.
RATING SCALE
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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. 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
PRACTICAL EXAMINATION
Purposes of Practical Examination
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31. 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.
PRACTICAL EXAMINATION
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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. DEFINITION OF OSCE
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.
OBJECTIVE STRUCTURED CLINICAL
EXAMINATION
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34. PRACTICAL SKILLS ARE ASSESSED IN NURSING USING OSCE
OBJECTIVE STRUCTURED CLINICAL
EXAMINATION
Interpretation of clinical findings
Mental Health Assessment
Physical Examination
History Taking skills
Interpersonal & communication skills
Clinical decision making & clinical problem solving
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
Organizing the OSCE
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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36. OBJECTIVE STRUCTURED CLINICAL
EXAMINATION
Organizing the OSCE
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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38. ADVANTAGES
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
examiners
DISADVANTAGES
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.
OBJECTIVE STRUCTURED CLINICAL
EXAMINATION
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39. 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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40. Example of the five-point Likert Scale to assess the attitude with
HIV/AIDS
LIKERT SCALE
Statement
Please tick (√) in appropriate column for each
statement
Strongly
Agree
Agree Uncertain Disagree
Strongly
Disagree
1. Person with multiple sex
partners are at high risk of
AIDS
2. You can get AIDS by
sharing utensils
3. You may have HIV by
sharing needles with others
4. Only gay men can get
AIDS
5. AIDS is a curable disease.
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41. LIKERT SCALE
Uses of a Likert Scale
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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42. LIKERT SCALE
Characteristics of a Likert Scale
Psychological
Measurement
tool
Illustrative in
nature
Neutral
statementsBipolar scaling
method
Measurement of
the specific number
of scaling
categories
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43. LIKERT SCALE
Scoring of statements in Likert Scale
statement
Strongly
Agree
Agree Uncertain Disagree
Strongly
Disagree
(Positive
statement)
1. Person with
multiple sex
partners are at high
risk of AIDS
5 4 3 2 1
(Negative
Statement)
2. You can get AIDS
by sharing utensils
1 2 3 4 5
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44. ADVANTAGES
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.
DISADVANTAGES
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
LIKERT SCALE
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45. 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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46. SEMANTIC DIFFERENTIAL SCALE
Example of a Segmantic Differential Scale to assess the attitude of
student nurse towards patient
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Experience working with patients
Pleasant
Polite
Warm
Unconcern
Insincere
Disrespecting
Noncommunicative
Inhuman
Callous
Cold
Rude
Unpleasant
Respectful
Communicative
Human
Considerate
Empathy
Friendly
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47. SEMANTIC DIFFERENTIAL SCALE
Adjective pairs used for construction of semantic differential scale
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 –Dim10/11/2019
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48. SEMANTIC DIFFERENTIAL SCALE
ADVANTAGES
o A convenient method to
assess beliefs, attitudes &
values in quantitative
form.
o Easy to administer.
o Provides reasonable,
valid & reliable
quantitative data.
DISADVANTAGES
o It is difficult to select the
relevant concepts that
are appropriate for any
given investigations.
o It is time consuming.
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