educational

1. ASSESMENT AND
EVALUATION

2. ASSESSMENT AND EVALUATION
Evaluation involves placing a value on the learner’s performance in
order to make a decision about the learner& the subject or course
that was taught
-Is the formal mechanism or process used to determine the degree of
learning of the learner
-Refers to the process of finding out to what extent the learner has
achieved the set objectives

3. • You should evaluate the learner in order to:
Help the learner to understand him/herself
Help in retention & transfer of learning
Motivate the learner
Predict the level of learners’ future performance
Judge the learners achievements
Monitor the learners progress for the purpose of providing feedback

4. Determine teaching effectiveness
License practice of a profession
Identify weak & strong areas of a course
Grade & rank students
Gauge reputation of school performance
Protect society,ie,to inform the community of the extent to which
graduates constitute a potential danger

5. TYPES OF EVALUATION
-This is a progressive evaluation in that the learner & learning
are evaluated on a continuous basis
-It provides feedback on the strengths & weaknesses of the
performer
-It is performed frequently,ie,after small units of learning

6. Importance of formative evaluation
It gives an early diagnosis of the learner’s problems
during the learning process, which enables corrective
measures to be taken
• Eg. placement testing or pretesting which are
conducted for the purpose of gauging to what extent
the learner possesses the skill & abilities needed to
begin instruction

7. Advantages
1. Tends to be more reliable
2. It removes the tension and worries of the single final examination
3. The motivation to pass an exam is spread over the whole course so
students work hard all through
4. Students are shown right through the course what is expected ie
the standards
5. In case of poor performance, students have the time to correct
their errors before the end of the course

8. Disadvantages
• It takes more time and effort to organize

9. 2) Summative or terminal Evaluation
It refers to evaluation which is carried out at the end of a term or course or
programme
-It enables you to award grades, award certificates, license the student for
practice and/or select learners for a further educational programme.
• NB:A good evaluation system should include both formative & summative
evaluation.
-Formative evaluation gives diagnostic feedback to both teacher&
learner,while summative evaluation reveals the student’s ability to
integrate & apply learning

10. CONTENT OF EVALUATION
The content evaluated is selected from the entire course work covered
in the term/year with samples of all learning tasks.
-It should include:
• Knowledge
• Skills
• Attitudes

11. ASSESSING KNOWLEDGE
This can be assessed by essays, short answer questions,, multiple
choice questions (MCQs), true-false questions, matching
taskscompletion of blanks & verbal/oral questions
1. Essays
-It is important to remember to make them valid, reliable & objective
-They should ask the learner to describe & analyse issues
-Be very specific & describe exactly what the student should do.
-Prepare a marking scheme.

12. Scoring used in preparing a marking scheme
It can be tricky & one of the main objectives of scoring is to award the
correct marks for a given test, exam or evaluation.
-Analyze the correct response by making out a list of crucial points,
which must appear in the answer in advance.
-You should then compare the student’s answer to these points &
award marks for them, as well as integration, coordination &
organization

13. -In this type of scoring, you should first analyze the correct responses
as in analytical scoring, then read the script to get an impression for
adequacy.
-You should then transfer the impression into a grade.
-The papers(scripts)may be sorted out by quality,ie,25% low,50%
middle,25% high

14. Rules to be observed when marking essays
Since you may have many scripts to mark, you need to organize
yourself in order to be able to mark them fairly.
-The following points can help you achieve this:
1. Arrange for independent marking of papers or at least a sample of
them if the class is too large
2. Conceal the name of the student,ie,use numbers or letters
3. Grade answers question by question, & not student by student
4. Discuss the answers with students to ensure learning,ie,provide
feedback

15. MULTIPLE CHOICE QUESTIONS
These are questions where 4 or 5 answers are given & the student has
to choose the correct or best answer.
-A typical MCQ has 3 parts:
i)The question itself or the stem
ii)The correct answer
iii)Distracters or incorrect answers

16. 1. Questions should be simple, straight forward & should relate to
what was taught
2. The question should emphasize the aspects you want to teach
3. Choose good distracters
4. Do not make incorrect answers ridiculous
5. Choose distracters from among the type of mistakes the students
commonly make
6. Do not make the correct answers obvious

17. • Can be used to test different sorts of knowledge
• For pre-test & post-test purposes
• To see how effective your teaching is
• To determine whether or not the students are learning
• READ ON ADVANTAGES AND DISADVATAGES OF MCQs

18. Points to remember when using MCQs
i. Allow about 2 minutes for each part true/false question in an exam
ii. For true/false question, give 1 mark for correct choice, 0 for wrong
choice and deduct 1 mark for each wrong choice
iii. The pass mark should be quite high because these questions test
basic knowledge
iv. Marking is made much faster if a separate response is used for
student answers

19. ORAL EXAMINATION
• One student is interviewed by one or more examiners.
• The learner is asked questions to gauge what s/he knows about some
topic
• Read on advantages and disadvantages

20. Short answer questions
• Involves a set of questions that test various levels of knowledge
• Questions ask the student to list, state or draw a digram and so forth
• Read on advantages and disadvantages

21. ASSESSING SKILLS
Skills can be assessed through the use of:
1. Objective structured clinical examination(OSCE)
2. Objective structured practical examination(OSPE)
-For both methods, candidates pass through a no. of examination
stations to answer or solve various problems.
-Questions vary from practical skills, knowledge application & testing of
attitudes
-All candidates get the same experience

22. OSCE
• A modern type of examination often used in health sciences
• Its designed to test clinical skill performance and competence in skills
eg. communication, clinical examination, medical
procedures/prescriptions.
• It is hands-on , real world approach to learning that keeps examinees
engaged.
• It comprises of a short circuit of stations in which the candidate is
examined on one to one basics .

23. OSCE
• It is the assessment of practical skills trained in a skills lab at the end
of semester 1 and 2
• From all the skills training during the semester, a minimum of 30%
shall be assessed during OSCE
• Critical skills have to be assessed while assessment of other skills
varies
• Each OSCE has to be passed with a pass mark of 70% before the
student can proceed for clinical placement

24. • Each station has a different examiner.
• Candidate rotate through stations, completing all stations on a circuit
• Its objective in that all students pass through the same stations and
are assessed using the same marking scheme.

25. OSPE
• Practical skills are considered among the more important
components of training in all professions, that is, failure in practical
tests is equivalent to failure in the whole examination.
• -We should not allow excellence in theory to compensate for failure
in practical.
• -These examinations must be objective, valid & reliable
• -They should define the competencies a worker needs to develop to
successfully perform the job

26. ASSESSING ATTITUDE
• The student’s attitude is an important ingredient in
delivering a good service
• By assessing this skill, a student will learn the
importance of having appropriate attitude & will
better understand what is expected of him/her
• Attitudes can be assessed indirectly, as the candidate
performs a skill

27. • This will have to be over a long period so that your
assessment is based on repetition of the same attitude over
time.
• Assessing of attitudes should be a continuous process to give
a student the chance to internalize the specific attitude
• Simulations, which allow the observation of gestures &
actions, are a better way to see the actual display of attitude

28. You can use a rating scale based on a table analysis
(TA).
-There are two types of scales:
1 :eg
i) students’ XY forms filled in by the ward in-charge
ii)A simple satisfactory to unsatisfactory scale

29. 2 -ie a scale on opposite characteristics
-This can be used on attitudes alone.
• Eg. please tick where the student exhibits this behavioural
characteristic
• Keen & willing- does minimum work
• Accepts instructions- ignores instructions
• Polite to patients- rude

30. You can develop an assessment tool by following these basic steps:
1) List the objectives you wish to evaluate
2) Identify the expected learner outcomes(knowledge, attitude &
skills)
3) Specify the tools of assessment such as essays, MCQs, OSPE,etc
4) Allocate marks for each objective & develop a marking scheme
5) Construct questions for the whole test
6) Arrange questions from the first to the last

31. • For attitude assessment to be meaningful, both students & assessors
must be well briefed.
• Students must know:
• What is being assessed & how. Show them the form
• Who will assess them & when? Discuss the form
• What effect the assessment has.How many marks? Where it means
pass or fail

32. • Assessors need to be trained how to use the form &
how their judgment affects students
• The assessment must always be shown to the student
& discussed with the student
• NB: What is assessed is likely to be learnt & valued by
students

33. Characteristics of a good
evaluation/assessment tool
-it should measure what it is supposed to measure
-it should measure accurately & consistently what it is
supposed to measure
-it should be free of individual bias, especially in marking.
-it should reveal a reasonable range in the scores
between students knowing the most & students knowing the least.
-in terms of available resources & no. of students to be
examined

34. GRADING
This refers to the awarding of marks or a score or a value to the
assignment performed
-It is attaching a grade to a learner’s performance in an examination.
-Some examples of grading include:
• Percentage of 0-100%
• Pass or fail; Good, Average ,Excellent
• Percentiles
• Letter grades, like A,B,C,D,E & F

35. • Evaluation of student performance is important mainly because it
• gauges the extent to which educational objectives have been
achieved &
• guides the teacher in deciding what steps to be planned next to
facilitate learning for the students