The document discusses the selection criteria for assessment techniques in nursing education, emphasizing the importance of validity, reliability, and objectivity among other factors. It outlines essential qualities that evaluation tools must possess to effectively measure student development and learning outcomes. The criteria include comprehensiveness, ease of scoring, practicality, and the ability to discriminate between varying levels of student performance.

1. BIMR NURSING COLLEGE
Session: 2023-2024
Subject:- communication and educational technology
Presentation on:- criteria for selection of
assessment techniques /methods
SUBMITTED TO: SUBMITTED BY:
MISS AAKANKSHA JAIN MISS NEETU KUSHWAH
ASSISTANT LECTURER BSC NURSING II YEAR
BIMR NURSING COLLEGE BIMR NURSING COLLEGE

2. Assessment
Introduction
• Assessment is a 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

3. Definition
 Evaluation is a systemic examination of
educational and social programmes.
 Evaluation involves assessing the strength and
weakness of programs, policies, personnel,
products and organizations to improve their
effectiveness.

4. Criteria for selection of assessment
techniques/method
The technique /methods or tools used for evaluation are
means for collecting evidence about student’s
development in desired direction. These tools, therefore,
should be have this criteria;
 Validity
Reliability
Objectivity
Practicability
Relevance
Discrimination

5. Specificity
Efficiency
Time
Length
Precise and clear
Ease of scoring
Balance/equilibrium
Standardization
comprehensiveness

6. Validity
• It is most important quality needed for evaluation.
• If the tool is able to measure what it is intended to measure, it
can be said tool is valid
• It should fill the objectives for which it is developed.
• If assessment is for science subject it must be included with
valid question and practices and it measure scientific
knowledge and attitude not something else.
• Not to posses “all purposes” validity. A test may be highly
valid in one situation but invalid if used in another situation.

7. Reliability
• Good assessment tool is always reliable, means it produce same
results over time. It refers to degree of consistency and accuracy.
• Reliability also depend on specific objectives and also can
improved by limiting subjectivity.
• If the students perform the some tasks many time and the result of
student is always same then such assessment passes as reliable.
Objectivity
• No personal judgement .
• Free from personal bias in scoring.
• Ability to maintain realistic perspective.
• Objectivity is a pre-requisite of reliability and all other qualities of a
good tool.
• Objectivity of test may be increased by preparing a marking
scheme or scoring key.

8. Practicability
• It should feasible practically.
• Economy of time, effort, number of personnel, finance required also has
to be of utmost concern for the planner of a test.
Relevance
• The degree to which the criteria established for selecting the item so that
they confirm the aims of the measuring instrument.
Discrimination
• Good discrimination power of test items are very important.
• Bad items are eliminated and good items are retained.
• A good tool must discriminate between good and poor or high and low
groups of students on test.
• It discriminate clearly between students at different levels of ability.
• score variability is measured by the standard deviation of the scores.

9. Specificity
The items in a test should be specific to the objectives.
Length
The number of item in test should depend upon the objectives and content
of the topic.
Precise and clear
Items should be precise and clear so that students can answer well and
score marks.
Time
The required time to answer items should be provided to avoid hurry,
guessing, taking, risk or chance, etc.
Efficiency
It ensures the greater possible number of independent answer per unit of
time.
Equilibrium/balance
Achievement of correct proportion among questions allotted to each of the
objective and teaching content.

10. Ease of scoring
Simple scoring is good. No algebraic manipulations should be required to get
the scores.
Standardization
• Apply consistency in testing method
• In questionnaire, it should have the some set o questions for all
participants and all the answer should be graded using the same
criteria.
Comprehensiveness
• A good tool cover all points.
• Predetermined objectives.
• Suitability, difficulty and reliability

11. Thank you