Assessment and Evaluation

1. Created By : Group 5
Assessment &
Evaluation

2. Within 40 minutes of active student-teacher discussion, the BSN Level 1 students
will be able to demonstrate their ability to apply assessment and evaluation
methodologies, including client learning assessments, evaluation methods,
measurement qualities, and interaction process analysis, as effective learning
tools in both classroom and clinical nursing contexts.
1.Define and explain the concept of learning assessment and its
significance in evaluating student/client progress in nursing
education.
2.Evaluate a health education plan by utilizing the different evaluation
methods and qualities of good measurement.
3.Differentiate, Determine, and apply the Qualities of a Good
Measurement Instruments and its significance in assessing students’
performance
4. Analyze recorded nurse-client interactions using interaction
process analysis to identify communication techniques and areas for
improvement.
General Objectives
Specifically, the students can:
Objectives

3. This timely identification allows for
immediate adjustments to
instructional strategies, ensuring
that teaching methods are tailored to
meet the evolving needs of the
students.
Assessments for learning facilitate
the ongoing monitoring of student
progress, providing a clear picture of
how well students are grasping the
material and allowing for targeted
interventions when necessary.
- referred to as assessments as
learning, serve to gauge a
student's comprehension and
understanding of a skill or lesson
while the learning and teaching
process is actively underway. This
approach offers educators
continuous feedback, enabling
them to identify students who may
be at risk early in the learning
journey.
Learning
Assessment
Types: Oral, Diagnostic,
Formative, Summative

4. Frequently prompted by questions or brief
tasks, oral evaluations use the spoken word
to evaluate students’ knowledge and skills.
It provides a clearer picture of their skills,
thought processes, and conceptual
misunderstandings.
A set of written questions (multiple choice or
short answer) to determine students’ current
knowledge or perspective on a specific topic
is known as a diagnostic assessment. The
questions are distributed at the start of the
unit, the course, or the discussion.
Refers to a vast range of techniques teachers use
to assess student understanding, requirements,
and academic achievement as they occur
throughout the course. It help teachers identify
concepts students have trouble understanding,
skills they are having trouble picking up, or
learning requirements they have not yet attained.
Measure students’ learning, skill development, and
academic accomplishment at the end of a specific
educational session, such as a project, unit, course,
semester or school year. The standardized examinations
given by states and testing agencies, typically in math,
reading, writing, and science, are some well-known and
frequently used examples of summative evaluations.
Oral Assessment Diagnostic Assessment
Formative Assessment Summative Assessment
Types of Learning
Assessment

5. Learning assessment focuses on real-time
evaluation, assessing comprehension during the
instructional period.
It provides ongoing, immediate feedback to both
the client and the nurse.
Primarily formative, it informs and adjusts
teaching strategies as needed.
The assessment measures the client's
acquisition of skills and knowledge.
It is an individualized approach, tailored to the
client's specific learning needs.
Learning assessment often involves the client in
the process, promoting active participation.
Careful documentation of assessment results is
essential.
Learning assessments in nursing confirm
client comprehension, leading to improved
treatment adherence and enhanced patient
safety. They empower clients to participate in
their care and identify knowledge gaps for
targeted education. Effective communication
is facilitated, and ultimately, these
assessments contribute to better overall
health outcomes.
Key Aspects of Learning
Assessment:
Key Aspects and
Importance in Nursing
Importance in Nursing of
learning assessment :

6. Methods
of
Evaluation

7. It also provides evidence that
what nurses do as educators
makes a value-added difference in
the care they provide. If education
is to be justified as a value-added
activity, the process of education
must be measurably efficient and
must be measurably linked to
education outcomes.
Evaluation is defined as a
systematic process that judges
the worth or value of something.
Methods of Evaluation

8. Formative evaluation is a method of
assessing an educational activity while it is
ongoing. It focuses on identifying areas for
improvement, such as changes in personnel,
materials, facilities, teaching methods,
learning objectives, or the educator's
approach, allowing for real-time
adjustments.
Content evaluation focuses on a particular
learning experience and its specific
objectives. It takes place right after the
teaching is completed and looks at all the
activities involved in that lesson. Data is
collected from all students who
participated in that class or session.
To ensure the activity's success by
addressing issues or improvements
promptly to enhance the learning
experience.
Types of Evaluation
The purpose is to evaluate how well
the content and teaching methods
worked in helping students meet the
goals of that specific learning
experience.
CONTENT EVALUATION
FORMATIVE EVALUATION
PURPOSE PURPOSE

9. Outcome evaluation measures teaching
effectiveness by assessing how well a learner
applies skills or knowledge after the
experience—for example, measuring a
patient's ability to perform a skill at home
after discharge or evaluating nurses' ability to
apply knowledge in practice after a workshop
shows the long-term effects of the training.
Impact evaluation is a process used to
assess the broader effects of an educational
activity on an institution, community, or
society. It examines how education
influences the larger environment, such as
behaviour changes or overall development.
Outcome evaluation aims to assess the
impact of teaching efforts and
determine whether the intended
outcomes have been achieved.
Types of Evaluation
The purpose of impact evaluation is to
determine whether the educational activity
has produced significant, lasting effects
and to help decide if it is worth continuing
based on its costs and benefits to the
institution or community.
IMPACT EVALUATION
OUTCOME EVALUATION
PURPOSE PURPOSE

10. Qualities of
Good
Measurement

11. The development of test of any
kind always requires the careful
consideration of the qualities of
good measuring instruments.
Particularly, for any test to be
effectively developed, it should
carry the qualities of a good test.
Good measuring instruments
are any standardized tools
that aid in assessing student
performance.
Qualities of Good
Measurement

12. The most important aspect of any good test is its validity.
It also refers to the extent to which the test serves its purpose.
Or, to put it another way, it describes the efficiency with which it measures the performance that
it seeks to measure.
1. Validity
Qualities of Good Measurement
a. Content Validity
It refers to the extent to which the content of the test represents the content of the course.
b. Concurrent Validity
This refers to the degree to which the test correlates to the criterion of the test and acceptable for
the measure.
c. Predictive Validity
This relates the actual performance of a student in a test with its achievement so that we can
predict their true results.
d. Construct Validity
This measures the theoretical trait of the test.

13. The meaning of reliability is accuracy and consistency.
Also, it refers to the extent to which a test is consistent, stable, and dependent.
In other words, the test approves what it represents. In addition, the result in it is
consistent, and taking a test, again and again, will not change the result.
Furthermore, it gives the same result every time
2. Reliability
Qualities of Good Measurement

14. It refers to the extent to which the test can be used without requiring a significant investment of
money, effort, or time.
Most importantly, it denotes practicability.
Furthermore, we have listed some of the factors that influence usability:
3. Usability
Qualities of Good Measurement
a. Administrability
It means that a test can be administered with clarity, ease, and uniformity. Also, the direction
is simple, concise, and clear. Besides, it specifies a time limit, sample questions, and ordi
instructions. The provision for the test material is definite.
b. Scoreability
It has to do with the test score. A good test is also simple to score The scoring direction,
scoring key, and answer are all simple. Most importantly, the test score can be used to
evaluate students.

15. It refers to the degree to which personal judgment is eliminated in the scoring of
the test.
Therefore, objectivity in the test requires that the personal opinion of the
teachers does not affect the score of an individual student.
The test should be such that different teachers can similarly score the tests and
arrive at the same scores.
In other words, the more objective the test, the greater is its reliability.
4. Objectivity
Qualities of Good Measurement

16. It refers to the degree to which a test contains a fairly wide sampling of items to determine the
objectives or abilities so that the resulting scores are representatives of the relative total
performance in the areas measured
5. Comprehensiveness
Qualities of Good Measurement
6. Interpretability
It is the quality of the test in which the test results can be readily, easily, and
properly interpreted.
7. Economy
It refers to the cheapest way of giving the test. Tests should be economical and it
should not be a burden on the part of the teacher.

17. The qualities of good measurement
instruments, such as reliability, validity, and
practicality, are crucial for ensuring
accurate and consistent results. Reliable
instruments provide repeatable
measurements under the same conditions,
while validity ensures that the instrument
measures what it is intended to measure,
making the data meaningful and
applicable. Practicality further enhances
usability by ensuring that the instrument is
easy to administer and cost-effective,
enabling efficient and effective
measurement in various contexts.
Importance
Qualities of Good Measurement

18. The process recording or
interaction process
analysis is another method
used in some areas for
evaluation in clinical
teaching. It is an individual
output of the student
which supplements the
nursing care and for
analyzing the quality,
effectiveness and
efficiency of care that was
rendered by the student
nurse.
Process Recording
Importance of Process
Recording
INTERACTION
PROCESS
ANALYSIS/PROCESS
RECORDING

19. The process recording is a written
account of an interaction between a
client and nurse.
Also is the technique by which we
record the verbal interaction between
the nurse and client of it is the written
record of the entire communication
pattern between nurse and client.
The process recording helps the
student conceptualize and organize
ongoing activities with client systems,
to clarify the purpose of the interview
or intervention, to improve written
expression, to identify strengths and
weaknesses, and to improve self-
awareness.
PROCESS RECORDING
Importance of Process
Recording:

20. Word-for-word transcription of the conversation.
1. Verbatim Dialogue
TYPES OF PROCESS
RECORDING
2. Feelings and Reactions
3. Observations and Analysis
4. Final Comments
Therapist's emotional responses during the session.
Notes on non-verbal cues and their analysis.
Summary and reflection on the session.

21. To critically analyze communication and
its effect and behavior on the individual.
To gain the patient's confidence and get
this cooperation.
To establish rapport with the patient.
To study the patient's psychological,
social, and emotional behavior.
It helps to increase the ability to
identify problems and develops skills in
solving them.
It gives students an opportunity to gain
the ease and function of written
expression which are important for
professional development.
PURPOSE
PURPOSE OF PROCESS RECORDING

22. Process recording is one method
by which we can record the
content of an interview.
Record the conversation's verbal
time.
Use a recording device and obtain
patients' permission for using it,
this will help you in reviewing the
session if needed.
Each process recording should
conclude with a summary.
GENERAL GUIDELINES OF
PROCESS RECORDING
"Interaction Process
Analysis/Process Recording
is a reflective tool that
transforms each session into
an opportunity for growth,
understanding, and improved
practice."

23. Thank you for
your attention