The document discusses various methods of evaluating the cognitive, affective, and psychomotor domains in nursing education. In the cognitive domain, written examinations like essays and objective tests (multiple choice, true/false, matching) are commonly used. Oral examinations and practical or skills examinations are often used to evaluate the psychomotor domain. Various rating scales like Likert scales and semantic differential scales are employed to measure attitudes and evaluate the affective domain. The document provides definitions and advantages and limitations of these different evaluation methods.

1. SRI DEVARAJ URS COLLEGE OF NURSING- TAMAKA
KOLAR
SUBJECT- NURSING EDUCATION
TOPIC – COGNITIVE AFFECTIVE AND PSYCHOMOTOR
DOMAINS
PRESENTED BY:
Beneta.V
I year m.sc(n)
SDUCON
.

3. INTRODUCTION
• Measurement is any device which allows the students to
obtain information in a quantitative form. It is an act or process
that involves the assignment of a numerical index to whatever
is being assessed.

4. DEFINITION :
• "Evaluation is the collection of, analysis and interpretation of
information about any aspect of a programme of education or
training as part of a recognised process of judging its effectiveness,
its efficiency and any other outcomes it may have."

5. STEPS OF EVALUATION
Define objectives
Provide teaching –learning
experience
Select measuring instrument
Administer test
Decide marking
Score test
Analyze result
Take decision

6. EVALUATION METHODS OF
DIFFERENT DOMAINS

7. COGNITIVE DOMAIN
• .

8. COGNITIVE DOMAINS
Written examination
Problem solving
evaluation
Oral examination
Clinical evaluation

9. DEFINITION
Examination is an appraisal of ability,
achievement or present status in any respect and
it is an instrument used in making such a
appraisal.
• -GOOD (1959)

10. WRITTEN TECHNIQUES

11. WRITTEN EXAMINATION
• The Written Examination is a comprehensive exam that
assesses the examinee's knowledge of basic sciences and
clinical concepts based on criterion-referenced testing.
Examinees will be measured against the skill and knowledge
represented by each test item.

12. METHODS OF
KNOWLEDGE
ASSESSMENT
.
Essay type
descriptive –
narrative type,
comparison,
amplification,
precise writing,
short answers
Multiple
choice,
matching, true
or false, fill up,
sentence
completion etc
Subjective
type
Objective
type

14. ESSAY TEST
An essay test presents one or more questions or either
tasks that require extended written responses from the
person being tested…
----Robert level and david

15. ESSAY TEST
➢Wiedmann (1933) observed that an essay type question
may use the following Eleven words signifying the
simple to higher mental processes and classified as eleven
major categories:
• What, Who, When, Which and Where, List, Describe,
Contrast, Compare, Explain,
• Discuss, Develop, Summarize and Evaluate

16. ESSAY TEST
What
Evaluate
Summarize
Develop, Discuss
Explain,
Compare,
Contrast Describe,
List,
Where
Which When
Who

17. CLASSIFICATION OF
ESSAY QUESTIONS :
.
Extended
response
Restricted
response

19. PRINCIPLES FOR
PREPARING ESSAY TYPE
TEST
➢ Do not give too many lengthy questions.
➢ The limits of areas and the behaviour which you want should be
clearly mentioned.
➢ Words should be simple ,unambiguous and carefully selected.
➢ Do not allow too many choices.
➢ According to the level of student, difficulty and complexity items has to be
selected

20. ADVANTAGES OF ESSAY
TYPE
 Students can have free to communicate the ability for independent
thinking.
 Test the ability to communicate in writing depth of knowledge &
understanding.
 Students can demonstrate her ability to organize ideas & express
them effectively in a logical & coherent fashion.
 It requires short time for teachers to prepare the test & administer.
 It can be successfully employed for all school subjects.

21. LIMITATIONS OF AN ESSAY
1. It is unreliable to score.
2. Essay questions are not given complete marks.
3. Provide little useful feedback measured thoroughly.
4. Takes longtime
5. Limited content sampling.

22. SHORT ANSWER TYPE:
Short answer items uses a direction where the complication
item consist of an incomplete statement.
Eg: who discovered penicillin.

23. SHORT ANSWER
CONSTRUCTION
It is required answers is both brief & specific.
Don’t take statements directly from textbooks to use a
basis for short answer.
Blanks for answer should be equal in length an in a
column to the right of the question.
Do not include too many blanks when completion items
are used.

24. SHORT ANSWER
Advantages:
Easy to score, reliability to score is improved quick
response.
Disadvantage :
Difficult in constructing reliable response.

26. OBJECTIVE TEST
Objective test are items are items that can be objectively
scored on which person selects a response from a list of
options.
-------Weirsma & G .Jurs-1990

27. TYPES OF OBJECTIVE
TEST
Selection
type
True or
false
Multiple
choice
questions
Matching
Problem
situation
Extended
matching
Supply
type
Sentence
completion
Name the
following

28. 1.TRUE OR FALSE
Alternative response consist of a declarative statement
where student has to make.
The student is asked to tick mark the correct response.
Eg: Tetany occurs with increased secretion of
parathyroid hormones ( )
True/false Yes/no
Agree/
disagree

29. MULTIPLE CHOICE
QUESTIONS:
 Most widely used
STEM : problem may be stated as a direct /indirect
choices / options include words no or symbols.
DISTRACTORS : wrong or incorrect answers.
ANSWERS: right alternative item.

30. MULTIPLE CHOICE
QUESTIONS:
1. Stem – The gland secreting insulin.
a. Thyroid
b. Pancreases.
c. Hypothalamus
d. Others
Answer : pancreases Distractor : others

31. MCQ ADVANTAGES
1. Ensures objectively reliability & validity.
2. Provide precise & unambiguous measurement of higher
intellectual process.
3. Provide detailed feedback for both students & teachers.
4. Easy & rapid to score.

32. MCQ DISADVANTAGES
1. Takes longtime for construction.
2. Require careful preparation.
3. Costly when group is on all to respond.

33. MULTIPLE RESPONSE
This type of test is more than one of the given alternative is correct but there
is only one correct to or question started in the first sentence of the item.
Eq: which of the following groups could be including among K sparing
diuretics ?
a. Diamox & bumet.
b. Chlorthalidone & chlorthiazide.
c. Spirondoctone & triamlterene
d. Frusemide & ethacrynic
3 chioces only :

34. MATCHING TYPE:
Prepared in two column response column & stimulus
column the items have to be matched.
Uses:
Useful in testing lower level of intelligence skills such
as recall

35. PROBLEM SOLVING
EVALUATION
➢The problem solving situation should be
geared to the learners knowledge and
experience
➢Information about the incident or situation
should be sufficient to assure clarity of
presentation
➢The critical incident is to be sharply presented
➢Questions posted should be directly related to the
data incorporated.

36. EXTENDED MATCHING
• Extended matching items/questions (EMI or EMQ) are a
written examination format similar to multiple choice questions
but with one key difference, that they test knowledge in a far
more applied, in depth, sense.
• It is often used in medical education and other healthcare
subject areas to test diagnostic reasoning.

37. COMPLETE THE
SENTENCE

40. PSYCHOMOTOR DOMAINS
Observation
checklist
Rating
scales
Oral
examination
Practical
examinatio
n
Objective
structural
clinical
examination
(OSCE)

42. ORAL EXAMINATION
An examination consisting of a dialogue where the
examiner asks questions & the candidate will reply.
AIMS OF ORAL EXAMINATION :
1. To assess a students ability to communicate orally with
another person.
2. To use stimulation methods eg: role play telephone
conservation.

43. TYPES OF ORAL
EXAMINATION
.
INTERVEI
W
QUIZ
CONTES
T
VIVA
PANEL
DISCUSSIO
N

44. ADVANTAGES OF ORAL
EXAMINATION
1. Provides direct personal contact with the candidates.
2. Provides opportunity to task mitigation circumstances
into account.
3. Provides flexibility in moving from candidates.

45. DISADVANTAGES OF ORAL
EXAMINATION
1. Lack of standardization, objectively & reproductively of
results.
2. Permits favoritism & possible abuse of the personal
contact.
3. Shortage of trained examiners to administer the
examination.
4. Costly in terms of professional time & limited value of
the information.

47. PRACTICAL EXAMINATION
To develop appropriate professional skills over a period of
time with constant practice.
It should be conducted in actual field, hospital, clinic,
wards & health care center.

48. PRACTICAL EXAMINATION
Purposes :
1. To assess the ability of students to give care in a practical situation.
2. Attitude of the students towards clients.
3. To assess expertise in nursing technique & skills in proper recording &
reporting.

49. PRACTICAL EXAMINATION
Advantages :
1. It provides opportunity to test all the sense in a realistic.
2. Possibility of performance evaluation in clinical situation.
3. Tests for investigate abilities.
4. Rapport will be established.
5. Attitude of the student can be observed & tested including the responsiveness
to a complex situation.

50. PRACTICAL EXAMINATION
Disadvantages :
1. Lacks in standardized in bedside examinations providing care with
patients.
2. Lack of objectivity & suffers from irrelevant factors.
3. Limited feasibility for large group.
4. Takes longer time to complete the examination for the entire group.

51. OBSERVATIONAL
CHECKLIST
Definition :
A checklist consist of a list of steps of activities or behavior which
the observer records when an incident occur.

52. .

53. OBSERVATIONAL
CHECKLIST
Suggestions to follow while using checklist:-
 should relate directly to learning objectives.
 clearly specify the traits or characteristics to be observed.
Have a separate checklist for each student.
 the observer must be trained how to observe what to observe
& how to record the observed behavior.
Completed checklist should be given to each student discuss
the strength and weakness of the performance.

54. RATING SCALE :
Definition :
It consist of a set of characteristics or qualities to be
judged. A rating scale is a method by which we systematize
the expression of opinion concerning a trait. The ratings are
done by parents, teachers, interviewers, & judges

55. RATING SCALE
Functions of rating scale:-
1. Direct observation towards specific aspects of behavior .
2. Provide a common frame of reference.
3. Convenient method for recording the observers judgement.

56. PRINCIPLES OF RATING
SCALE
1. It should be educationally significant.
2. It should be clearly observable.
3. It should be clearly defined.
4. Raters should be oriented to specific scale.
5. Raters should be given ratings when they feel
unqualified to judge.
6. Ratings from several observers should be combined
whenever possilble.

57. TYPES OF RATING
SCALE
.
Numerical
Scale
Graphic
Scale
Descriptive
Scale
Constant
Alternative
Changing
alternative

58. NUMERICAL RATING
SCALE
It is a simplest type of rating scales it is one in which the
rater puts a check or circles number to indicate degree to
which a characteristics is present.
Eg: 5- Outstanding
4- Above average
3- Average
2- Below average
1-poor
To what extent does student participated in discussion 1-2-
3-4-5

60. 2. GRAPHIC RATING
SCALE
1. Each characteristics is followed by a horizontal line.
2. Rating is made by placing a check on the line.
Types:
Constant
alternative
Changing
alternative
Scale

61. GRAPHIC RATING
SCALE
1) Constant alternative scale :
Uses the same set of categories for each
characteristics.
2) Changing alternative scale :
when categories vary from one characteristics
to another the scale is called a changing
alternative scale Eg: social attitude of student.

62. .
• .

63. DESCRIPTIVE RATING
SCALE
1. Uses descriptive phases to identify the points on a graphic
scale.
2. Descriptions are brief details that convey in behavioral terms
how pupils behave.
3. A space for comments is provided.
4. Eg: to what extend does student participant in discussions.
5. Never participants as much as others participants more than
other.

65. USES OF RATING
SCALE:
.
Procedural
evaluation
Product
Evaluation
Personal social
Development

66. USES OF RATING
SCALE:
Procedure evaluation :
useful in evaluating procedures are it on same aspects of
performance.
Product evaluation :
it is desirable to judge the product it is desirable to judge the
product.
Evaluating personal social development:
commonest type used in schools, ratings are made after a
fixed period of observations. Ratings are done at periodic interval.

67. DESIRABLE QUALITIES OF
RATING SCALE :
Variety
.
Clarity
Simple
.
Relevance
Useful
Uniquenes
s
Precise
.
Objectivity

68. ADVANTAGES OF RATING
SCALE
1. Easy to administer.
2. Can be used for large groups.
3. Wide range of application.
4. Clarity of feedback to students.

69. DISADVANTAGES OF
RATING SCALE
1. Since the scales are standardized procedure the items
listed may or may not be consistent with stated
objectives for a particular course or learning
experience.
2. There is a lack of uniformity with which terms are
interpreted by evaluators.
3. Errors may be due to :
a. Ambiguity.
b. Personality of the rater, Halo effect, personal bias,
logical errors,
c. Attitude of the rater.
d. Opportunity for adequate observation.

70. .
• .

71. AFFECTIVE DOMAIN
( Assessment of attitudes )
1. There are used for measuring the initial attitudes.
2. Questionnaire is prepared.
3. We will ask the individual to express his response.
4. Some relevant & indirect statement will be used to
reveal.
5. Scale also specifies the crucial shades of opinion.

72. TYPES OF AFFECTIVE
DOMAIN
.
Differential scale
(LL Thurstone
scale )
Summated scale
(Likert)
Scalogram
(Guttman )
method
The Q- Sort
Scaling
Technique
Semantic
differential
technique.

73. LIKERT SCALE
 The most widely used scaling technique is the likert
scale name after the psychologist rensis likert.
 it consist of several declaration items that express a view
point on a topic.
 asked to indicated the degree to which they agree or
disagree with the opinion expressed by the statement.
 were several degrees of agreement or disagreement
positive statement start scoring 5-1 from front to back
negative statement start scoring from 1-5 from back to
front.

74. THESE POINTS WILL
CONSTITUTE THE SCALE
 Each point of the scale carries a score.
 strongly approve with positively items (5 to+02) &
strongly disapprove is given the least store (1 or -2) other
point will have all scores accordingly (5,4,3,2,&1).
Strongly disapprove with negatively items is given the
highest score (5 or +2) & strongly approve is given the
least score (1 or -2) other points will have the scores
accordingly (1,2,3,4) & 5

76. ADVANTAGES OF LIKERT
SCALE
• The method of construction of likert type scale is less
cumbersome.
• It supplies more precise & define response towards an
issue.
• Permits revelation of several degree of agreement or
disagreement.
• Scale has a broader area of reference & also a method of
checking.

77. DISADVANTAGES OF
LIKERT SCALE
• Total score values may be the same in many cases but
the attitude may be different towards the issue.
• There is no objective basis for expressing different
degree of disagreement of disagreement.

78. Q – SORTS

79. ADVANTAGES OF Q-
SORTS
• Can be applied to a wide variety of problem.
• Regarding people to place card in each file can reduce
biasis that are common in likert scale.
• It can be included in studies involving face to face
interaction.

80. DISADVANTAGES
• It is difficult & time consuming to administer Q – sort to
large sample of people.
• Forced distribution of cards according to researchers
specification.
• It cannot be incorporated into mailed or internet
questionnaires.

81. SEMANTIC DIFFERENTIAL
SCALE
 Another technique for measuring psychological traits is
the semantic differential scale.
 Respondents are asked to rate a concept.
 Respondents place a check at appropriate point on 7
point rating scale.

83. ADJECTIVE PARES TEND TO CLUSTER 3
INDEPENDENT DIMENSION
 Evaluation – Effective / ineffective
 Patency - Strong / weak
 Activity - Active / passive

85. SEMANTIC DIFFERENTIAL
SCALE
1. The concept being rated can be virtually anything a person situation abstract,
idea, controversial issue & so forth.
2. Concept can be presented as a word as a phrase or even as visual material.
3. Concepts are included on a SD so that comparisons can be made across
concepts.
4. Researchers should keep in mind 2 considerations while selecting the bipolar
skills.
a) 1st the adjective pairs.
b) 2nd consideration in selecting adjective.
5. Research SD suggests that adjective pairs tend to clusters along 3 independent
dimensions.

86. ADVANTAGES OF SEMANTIC
DIFFERENTIAL SCALE
 it is an efficient & easy method of studying attitude of a
large sample of respondents.
 it is a standardized technique.

87. THURSTONE
DIFFERENTIAL SCALE
It is the most important scale to the contributors to attitude
scale.
 STEPS IN CONDUCTING A THURSTONE SCALE :
1. Select the issue.
2. Design & collect 100- 150 attitudinal statements.
3. Avoid factual statements – multiple interpretations, past
tense, irrelevant ones, always, none, never, long,
statements

88. THURSTONE
DIFFERENTIAL SCALE
 STEPS IN CONDUCTING A THURSTONE SCALE :
4. Write clear & direct statements.
5. Assign numbers to the statement, reproduce statement on
uniform .
6. Select 50 or more judges & give to each judge to sort items.
7. Job of a judge to place each statement particular.
8. Assemble all the judgments for each statement draws up
cumulative graph.

90. THURSTONE
DIFFERENTIAL SCALE
Advantages :
1. It is simple to administer & score.
2. Primarily useful in attitude measurement.
Disadvantages:
1. Time consuming to construct.

91. CUMULATIVE SCALE
(GUTTMAN)
The cumulative scale or Guttman scale measures to what
degree a person has a positive or negative attitude to
something. It makes use of a series of statements that are
growing or descending in how positive or negative a person
is towards the subject.

93. TECHNIQUES INVOLVES
THE FOLLOWING STEPS:
1. Define the universe of the content with reference to problem.
2. Develop a member of items or statements.
3. Pretest the statement to determine whether the topic is scalable.
4. Tabulate the response giving one score for each “YES”
5. Rearrange the table by placing the respondents in order:
 To test the unidimentionally the formula suggested by Guttmann is
reproductivity = no of errors 1 no of responses.
 If the reproductivity is below 0.9 then the scale is not considered
unidimentionality.
 Discard statements at the trial items with error for instance.

94. ADVANTAGES
1. It assures undimentionally of items in measuring
attitude.
2. Final scale contains a small number of items it is easy
to administer
3. It is not suitable for measuring attitude towards complex
variable.

95. CONCLUSION
The assessment of student achievement or understanding
what students know & can do is fundamental to effective
teaching & to students learning.
unless teachers know students well & are knowledgeable
about their achievement's they cannot be confident that
they are meeting the learning needs of their students.

96. BIBLIOGRAPHY
1. D. Elakuvana Bhaskara Raj Nursing Education ; 2nd
Edition, Bangalore Emmess Medical Publication Page
No- 230-240
2. K.P Neeraja Nursing Education; Newdelhi; Jaypee
Brothers Medical Publishers, Page Number 440- 443
3. R.Sudha Nursing Education Principles & Concepts First
Edition, Jaypee Brothers Medical Publisher Page
Number- 164-174