A chapter in health education for nursing students focusing on the assessment and evaluation tools for health teaching plan.

1. ASSESSMENT
& EVALUATION

2. Definition
Assessment of learning
– Find out what & how well people are learning
what we teach, without any intent to give a grade
Evaluation of learning
– Process of measuring extent of learning &
assigning a grade

3. CLASSROOM ASSESSMENT
TECHNIQUES (CATs)
• DEFINITION: In-class, anonymous, short, non-
graded exercises that provide feedback for
both teacher & learner about
teaching/learning process
• PURPOSE: provide teacher w/ quick & timely
feedback about effectiveness of teaching &
state of student learning

4. • ADVANTAGES:
1. Gaining insight into student learning
while there is still time to make
changes
2. Demonstrating to learners that
teacher really cares if they are
succeeding
3. Building rapport with learners

5. 4. Spending only short amounts of
time to gain valuable information
5. Using flexibility to adapt to needs of
individual classes
6. Helping learners to monitor their
own learning
7. Gaining insight into own teaching

6. • DISADVANTAGES:
1. Take some class time away from other
activities
2. Overused to point of frustration of
learners
3. Do provide negative feedback for
educator

7. One-Minute Paper
• Most commonly used
• Used in the last 2 or 3 minutes of class period
• Ask the learners to answer the following
questions:
1. What was the most important thing you
learned today?
2. What important points remains unclear to you?
• Purpose is not only to find out if there are
points that need to be reemphasized or
clarified but also to help learners develop
metacognitive analysis & synthesis skills

8. Muddiest Point
• Very simple & quick to use
• “What was the muddiest point in
today’s class?”
• Teacher discovers w/c areas learners
struggle w/ the most & finds better
ways to deal w/ content in the future
• Report back for top 3 muddiest points
• Especially useful for introductory-level
courses & for totally new content

9. Directed Paraphrasing
• Requires learners to put into their
own words what they have learned
• Provides valuable feedback into
learner understanding & ability to
translate info

10. Application Cards
• After teaching concept and before talking
how it can be applied to real world, ask
learners to take few minutes & write on
index card at least one possible application
of content
• Helps learners to apply theoretical
material being taught & helps see
immediate relevance of what is being
learned

11. Background Knowledge Probe
• Used before teaching new content
to discover what learners already
know
• Report to class the results & use it
as guide to subsequent teaching

12. Misconception/ Preconception Check
• Helps expose mistaken ideas that
may hinder learning
• Start with a famous misconception
by posing question then share
answers & discuss

13. Self-Confidence Surveys
• Allows learners to express possible
lack of confidence in learning
certain content/skills
• Extremely useful when learners
must deal with technology that may
intimidate them

14. Others
Technique Description
Empty Outlines Empty or partially empty outline of content is handed
out & completed at short amount of time; helps recall
main points
One-Sentence
Summary
Identify answers to “Who does what to whom, when,
where, how & why?”, summarize key info in a sentence;
assesses knowledge & ability to summarize key points
Student-
Generated Test
Questions
Write test questions at home & answer; gives idea on
what is important, knowledge of answers, & fair
questions
Group Work
Evaluation
Use questionnaire to obtain reaction to group work;
helps both to identify early problems in group process
& plan interventions
Assignment
Assessments
After assignment completion, ask on pitfalls & value of
assignments & how it can be improved
How Am I Doing? Ask on how well you teach either before or after

15. Advice on Using CATs
• If it doesn’t fit your style, don’t use it.
• Don’t make the use of it as burden. Use
only to enhance learning process.
• Don’t use it until it was tried on self.
• Allow little more time than expected to
administer.
• Be sure to give feedbacks on CAT results.

16. EVALUATION OF LEARNING
• TEST BLUEPRINT
–chart that spells out the content (behaviour,
objectives) & level of knowledge to be tested
–Should contain:
1. Content/objectives to be measured,
2. Taxonomy of levels of learning to be assigned to
content, &
3. # of questions or relative weight to be given to
each area

17. Example
Content Level of Knowing
Comprehension Application
Analysis or
Synthesis
Total
Items
Principles 2 2 2 6
Factors 3 3 4 10
Pathophys 3 3 4 10
Assessment 1 4 5 10
Nursing
Measures
5 5 10
Evaluation 2 2 4
Total Items 9 19 22 50

18. Multiple-Choice Question
Stem – question
Options – possible answers or
solutions
answer – correct option
distracters – incorrect options

19. Rules Governing Options
• Grammatically consistent with stem
• Options should be fairly short & of the
same length
• Options be placed in logical order
• Avoid use of qualifying terms such as
always, sometimes, usually and never.
• Alter positions of correct answers

20. True-False Questions
• Designed to test L’s ability to identify
correctness of statements of facts
• Limited to:
– Test lowest levels of knowing, knowledge &
comprehension
– Usefulness in tests for nursing
Diabetics who test their blood sugar 4x a day have fewer
complications than those who don’t.
Insulin-dependent diabetics who test their blood sugar 4x a
day and take appropriate insulin have fewer complications
than those who don’t.

21. Matching Questions
• Test knowledge, the lowest level of
learning
• Useful in determining recall of
memorized relationships between two
things
• Should be used sparingly

22. Essay-Type Questions
• Test highest levels of knowing
• Short-answer questions: restricted response
answers
Ex. Explain in few sentences why mothers with
hypertension are susceptible to preeclampsia.
• Full essay questions: extended response
questions
Ex. Compare a normal pregnancy to an abnormal
pregnancy in terms of labor.

23. TEST ITEM ANALYSIS
• Provides data about worth of items
–Level of difficulty
–Ability to discriminate between the
takers who know the material & those
who don’t

24. Item Difficulty
# correct
Difficulty index = -----------------------------------
# total test-takers

25. Item Discrimination
• Estimate of usefulness of an item in differentiating
bet. Learners who did well in whole test & those who
performed poorly
RH - RL
Discrimination index = -----------------------------
½ n
RH - # of people in lowest group who got item right
RL - # of people in highest group who got it right
½ n – half of sample size
• Index ranges from -1.00 to +1.00
• Higher the value, the better the discrimination