Measurement and evaluation

SUBMITTED TO: SUBMITTED BY:
DR. PALLAVI PATHANIA MS. SAPNA THAKUR
ASSOCIATE PROFESSOR M.Sc. (N) 1ST YEAR
SHIMLA NURSING COLLEGE SHIMLA NURSING
COLLEGE
MEASUREMENT AND
EVALUATION

Today we will discuss about
• Introduction of measurement and
evaluation
• Introduction of measurement
• Meaning and definition of measurement
• Concept and nature of measurement
• Characteristics of measurement
• Scope of measurement
• Function and type of measurement
• Measurement scale

• Introduction of evaluation
• Meaning and definition evaluation
• Concept and nature of evaluation
• Classification and objective of evaluation
•Purpose and need of evaluation
• Principle and type of evaluation
• Function and characteristics of evaluation
• Scope and uses of evaluation
• Step and technique of evaluation
• Tool and method of evaluation
• Process and merits and demerits of evaluation
• Difference between measurement and evaluation

INTRODUCTION MEASUREMENT
AND EVALUATION
The process of measurement is an essential component
of the learning system. Measurement has more
administrative utility in education than evaluation. An
evaluation process is useful in modifying and
improving learning system and instructional
procedure. The process of measurement is more
precise and objective in approach, when compared to
evaluation.

INTRODUCTION
 Assignment of numbers (quality
test, rating scale)
 It is the process of obtaining
numerical description of the
degree of individual possesses.
 Quantifying of how much does
learner learned.
 It is an act or process that involves
the assignment of numerical
values to whatever is being tested.
So it involves the quality of
something.
 E.g. student’s score in an
examination.

MEANING OF MEASUREMENT
The English word measurement originate from the
Latin mensura and the “the action of measuring
something, . “accurate measurement is essential”.

DEFINITION
Measurement is an act or a process that involves the
assignment of numerical index to whatever is being
assessed.

OR
In education, the numerical
value of scholastics ability,
aptitude, achievement etc
can be measured and
obtained using instruments
such as paper and pencil
test. It means that the value
of the attribute are
translated into numbers by
measurement.

CONCEPT OF MEASUREMENT
 Measurement is
the assignment of
a numerical value
to an attribute of
an object.
 The units that we
use to measure
are most often
standard units.

NATURE OF MEASUREMENT
 It should be quantitative in
nature.
 It must be precise and
accurate.
 It must be reliable.
 It must be valid.
 It must be objective in
nature.

CHARACTERISTICS OF
MEASUREMENT
1. Valid
2. Reliable
3. Objective
4. Usable and practicable
5. Comprehensive and precise

6. Easy in administrating
7. Economical
8. Easy in scoring
9. Easily available
10. Good and attractive getup

1. PROGNOSIS
 Tells differences among people’s
performance.
 Has the administrative function
such as classification, selection,
promotion and gradation of
students.
 Guidance and counseling service
based on prognosis function of
measurement.
 Effectiveness of method,
instruction and treatment are
evaluated on the basis of student
achievement.

2. DIAGNOSIS
 Identifies the
weakness of he
student – learning.
 Remedial instruction
prepared on the basis
of diagnosis.
 Establishment the
cause effect
relationship but
prediction implies the
simple relationship.

3. RESEARCH
 Measurement provides
more objective and
dependable basis for
research purposes. Valid
generalization can be made
on the basis of accurate
measurement.

FUNCTION OF MEASUREMENT
Function of measurement are classified into two major aspects:
1.Instructional function
2. Administrative and supervisory
function of measurement

1. INSTRUCTIONAL FUNCTION
When it is used to determine the outcomes of teaching
and learning processes and when it is used to make
learning more effective.
Its two type :
a. Principal
instructional
function
b. Secondary
instructional
function

a. PRINCIPAL INSTRUCTIONAL
FUNCTION
Basic purpose of measurement:
 To determine what knowledge, skill, abilities, habits,
and attitudes have been acquired.
 To determine what progress has been made in the
acquisition of the learning outcomes.
 To determine the strength, difficulties and needs of the
students.

b. SECONDARY INSTRUCTION
FUNCTION
(Auxillary function) it help make teaching and learning
more effective.
 To helped in the formation of study habits.
 To developed the effort-making capacity of the
students.
 To serve as aid for guidance, counseling, and
prognosis.

2. ADMINISTRATIVE AND
SUPERVISORY FUNCTION OF
MEASUREMENT
These are those that help making the instructional
functions more effective
 To maintain standard
 To classify or select student for special purposes

CONT..
 To determine the efficacy of teachers, the effectiveness
of their methods, techniques and strategies, their
strength, weakness, and needs.
 To serve as basis or guide for curriculum making and
development

CONT..
 To serve as guide for administration and supervisors in
making their educational plans and programs for their
schools
 To set up norm of performance.
 To keep parents informed of the progress made by
their children in school.

TYPE OF MEASUREMENT
1.Direct
measureme
nt
2.Indirect
measureme
nt
3. Miscellaneous

1. DIRECT MEASURESMENT
 Physiological measure:
heart rate, blood pressure,
breathing rate, Galvanic
skin response, eye
response, eye movement,
magnetic resonance
imaging, etc.

CONT..
 Behavioral measure:
 In a naturalistic setting:
videotaping leave-taking
behavior (how people
say goodbye) at an
airport.
 In a laboratory setting:
videotaping superior-
subordinate interactions
in a simulated
environment.

2. INDIRECT MEASUREMENT
 Relying on observers’
estimates or perceptions
with indirect questions
 Asking subordinates,
rather than managers, what
managerial style they
perceive their supervisors
employ.

 Unconstructive
measurements:
measures of
accretion, erosion,
etc.
“garbology” research
–studying discarded
trash for clues about
lifestyle, eating
habits, consumer
purchases, etc.
CONT..

3. MISCELLANEOUS MEASURES
 Archived data:
 Example: number of emails
send from students to
instructors for research
purpose.
 Retrospective data:
 Example: employee
absenteeism or turn-over rates
in an organization.

1.NOMINAL SCALE
 Used for labeling variables, without any quantitative
value.
 Simply be called “Labels”.
 Mutually excusive and none of them have any
numerical significance.
 “Nominal” sounds a lot like “Name”.
E.g. what is
your gender?
Male
Female

2.ORDINAL SCALE
 Order of the values is what’s important and significant
but the differences each one is not really know.
 Measure of non-numeric concepts like satisfaction,
happiness, discomfort etc.
 “ordinal” is sounds like “order”.
E.g. how do you feel
today?
1-very unhappy
2-unhappy
3-ok
4-happy
5-very happy

3.INTERVAL SCALE
 Numeric scales.
 Difference between the values is the same.
 “interval scale” means interval itself means “Space in
between”
 Not clear idea about zero.
.
Example
Time is an example of an
interval scale and temperature
is also a example of interval
scale.

4.RATIO SCALE
 Allows for a wide range of both descriptive and
inferential statistics to be applied.
 Have absolute zero.
 Variables can be meaningfully added, subtracted,
multiplied, divided.
 Central tendency can be measured by mode, median or
mean, measures of dispersion such as standard deviation
and coefficient of variation can be calculated from ratio
scales.
E.g. Ruler ,income, grade
point average, years of
work experience, number of
children.

ACTIVITY RELATED TO
MEASUREMENT
 For example:
measurement the height
and weight of child in a
particular age group (10-
12 year) for the
assessment of obesity by
using BMI scale.
 The measurement of
height in meter or
centimeter.
 The measurement of
weight in kg.

INTRODUCTION
 Process of making value judgments over a level of
performance or achievement.
 Based on qualitative data.

MEANING OF EVALUATION
 Evaluation has its origin
from the Latin word
“Valupure” which means
the value of a particular
thing, idea or action.
 Evaluation means finding
out the value of
something.

DEFINITION
According to James M. Lee “Evaluation is the
appraisal of pupil’s progress in attaining the
educational goals set by the school, the class and
himself. The chief purpose of evaluation is to guide
the students for further learning. Evaluation is a
positive rather than a negative process”.

CONCEPT OF EVALUATION
“Evaluation is the collection , analysis and
interpretation of information about any aspect of a
programme of education, as part of a recognized
process of judging its effectiveness, its efficiency and
any other outcomes it may have”

NATURE OF EVALUATION
 Evaluation is a science of
providing information for
decision making.
 It includes measurement,
assessment and testing.
 It is a process that involves:
Information gathering.
Information processing.
Judgment forming.
Decision making

CLASSIFICATION OF
EVALUATION TESTS
Yoakaya and Simpson give the following classification
according to different criteria.

CLASSIFICATION ACCORDING TO
FORM:
Evaluation test
Oral examination Written examination

ACCORDING TO PURPOSE
Education
tests
Prognostic Accuracy Diagnostic Quality Power Speed

ACCORDING TO PERIOD OR
TIME OF ADMINISTERING
Education
tests
Daily Weekly Monthly Term Year

ACCORDING TO DURATION
Education
tests
Short Long

ACCORDING TO METHOD OF
SCORING
Education
tests
Non-
standardized
Standardized

ACCORDING TO ABILITY
INVOLVED
Education test
Speed
Comprehensive Judgment Retention
Appreciation

ACCORDING TO MENTAL
FUNCTIONS INVOLVED
Education
tests
Association Writing Memory Recall Recognition

 There are two objective of evaluation in social studies.
There are given below for study:
OBJECTIVES OF EVALUATION
2.Specific
objective of
evaluation
1.General
objective of
evaluation

1. To appraise the status of a changes in pupil behavior.
2. To disclose pupil’s needs and possibilities.
3. To aid pupil’s-teacher planning.
4. To expand the concept of worthwhile goals beyond
pure achievement.
5. To facilitate the selection and improvement of
measuring instrument.
1. GENERAL OBJECTIVES OF
EVALUATION

6. To familiarize the teacher with the nature of pupil
learning, development and progress. To relate
measurement to the goals of the instructional
programme.
7. To appraise the teacher’s competence.
8. To appraise the supervisor’s competence.
9. To serve as a method of improvement.
10. To serve a guiding principle for the selection of
supervisory techniques.

2.SPECIFIC OBJECTIVE OF
EVALUATION
To help in diagnosis
of weakness of
student
To help in measuring
factual knowledge
To help in predicting
future achievement
To stimulate
instruction
To meet criticism
To test the
development of skills
and attitudes of
students

PURPOSE OF EVALUATION
 Check effectiveness
 Track improvement
 Appraises the status and changes in
pupil behavior.
 Continuous improvement of plan
 Improve decision making
 To progress towards objectives

NEED OF EVALUATION
1.Improvement
of instruction
2.Clarification
of objective
3.Promotion of
better learning
6.To test
achievement
of pupils
5.Curriculum
changes
4.Provision of
the basis of
guidance
7.To improve
student
personality
8.To attain
success in
teaching
9.Act as
incentive

PRINCIPLE OF EVALUATION
 Determining and
clarifying what is to be
evaluated always has
priority in the
evaluation process.
 Evaluation techniques
should be selected
according to the
purposes to be served.

CONT..
 Comprehensive
evaluation requires a
variety of evaluation
techniques.
 Proper use of evaluation
techniques requires an
awareness of both their
limitations and strengths.
 Evaluation is a means to
an end, not an end itself.

TYPE OF EVALUATION
1.
Formative
evaluation
2.
Summative
evaluation
3.
Diagnostic
evaluation

1.FORMATIVE
EVALUATION/CONTINUOUS
EVALUATION
 Monitor student learning to provide on going feedback
that can be used by instructors to improve their
teaching and by students to improve their learning.
 Help student identify their strength and weaknesses
and target areas that need work.
 Help faculty recognize where students are struggling
and address problems immediately.

SUMMATIVE EVALUATION/
COMPREHENSIVE EVALUATION
 Evaluate student learning at the end of an instructional
unit by comparing it against some standard or
benchmark.
 High stakes means that they have a high point value.
Example:
 Mid term exam
 Final project
 Paper/exam

3. DIAGNOSTIC EVALUATION
 In this type of evaluation detect
pupil’s learning difficulties
which somehow are not
revealed by formative test. It is
more comprehensive and
specific.

FUNCTION OF EVALUATION
 To make provisions for
guiding the growth of
individuals and pupils.
 To diagnose the
weakness and strength
of the pupils.
 To locate areas where
remedial measures are
needed.

CONT..
 To provide a basis for a
modification of the
curriculum and the
course.
 To motivate pupils
toward better attainment
and growth.
 To test the efficiency of
teachers in providing
learning experiences.

CHARACTERISTICS OF
EVALUATION
It is a continuous
process
It includes
academic and non
academic subjects
It is a procedure
for improving the
product
It is compound
objective
observation
It is not confined to
the classroom
It is
comprehensive
concept
It is a valuable and
indispensable for
policies and further
action
It can not be
postponed till the
end of the year
It must from and
integral part of
teaching

CONT..
It indicates an
interrelationshi
p among the
society
It is a
systematic
process
It is the
process of the
determining
It is a
diagnostic
appraisal
It include
qualitative
description
It helps in
redefining the
instruction
objective on
the basis of
feed back

Actually tests what is
sets out to test.
Example:
Question that are
intended to test recall
of factual material but
which actually test the
candidate’s powers of
reasoning.
Validity

Measure of the consistency
with which the question,
test or examination
produces the same result
under different but
comparable conditions.
 One evaluative question
should test only one thing
at a time.
 Adequately reflect the
objectives of the teaching
unit.
Reliability

 It should be realistic,
practical and efficient in
terms of their cost, time
taken and case of
application.
Practicabili
ty

 Reflects the accurate range
of expected behaviors as
desired by the course
objectives.
 Information provided to the
students about the
evaluation such as nature of
the materials, the form and
structure of examination,
length of the examination
and value (in terms of
marks)
Fairness

 Useful for student
knowing their
strength and
weakness.
 Suggest all the
needful requirements
for the needful
requirements for the
students
improvement.
Usefulness

A test score is meaningful,
if the teacher or counselor
is able to decide what
significant or importance
should be attached to it and
to make some judgment
concerning its relationship
to other kind of information
about the student.
Interpretation of
results

SCOPE OF EVALUATION
 Value judgment
 Ascertaining the extend to which the educational
objectives have been attained
 Effectiveness of appraisal or methods of instruction
 Identifies pupil’s strengths and weakness, difficulties
and problems , needs and demands
 Provide baseline for guidance and counseling

USE OF EVALUATION
Use to formulation of objectives,
designing of learning experiences and
assessment of learner performance.
Useful to bring improvement in
teaching and curriculum
Provide accountability to the society,
parents and to the education system.

STEPS IN EVALUATION
 Three steps used in evaluation
1. Education objective
2. Learning experience
3. Change of behavior
Objective
Learning experience Evaluation
technique

CONT..
 Above steps are closely related to each other and
performed in a sequence.
 Teaching and testing are objective
 Failure of the student is due to the inappropriateness
of learning experiences of teaching.
 Change of behavior are evaluated in terms of teaching
objectives.
 School subjects are taught for providing learning
experiences.

TECHNIQUE OF EVALUATION
Assessment of knowledge
Assessment of skill
Assessment of attitude

 Written:
 Essay type question
 Short answer question
 Multiple choice question
• Oral:
 Viva voce
ASSESSMENT OF KNOWLEDGE

ESSAY TYPES QUESTIONS
 It is a test containing questioning
the student to respond in writing
400-500 words .
 It emphasizes recall rather than
recognition of correct
alternatives.
 The student prepare own answer.
 handwriting., spelling, neatness,
organization are also considered
in scoring.

CONT..
FEATURES:
 No answer can be considered
throughout and correct.
 The examine is permitted
freedom of response.
 The answer vary in their degree
of equality or correction.

Cont..
TYPE:
 Extended response
E.g. do you think teachers
should be allowed to work
abroad as domestic helpers?
Explain your answer?
 Restricted response
E.g. explain two other reasons
why some young people join
youth sub-culture.

Cont..
PRINCIPLES IN PREPARATION:
 Do not give too many lengthy
questions.
 Avoid phrases e.g. ‘discuss briefly’
 Word should be clear simple,
unambiguous and carefully selected.
 Do not allow to many choice.
 According to level of students’
difficulty and complexity item has
to be selected.
 The time allowed and the marks
allotted will act as a guide to the
student to answer the question.

SHORT ANSWER QUESTIONS
 The student response by
selections of one or more of
several given alternatives by
giving word or phrases.
 It does not call for an
extensive written response.
 The answer is been expected
as short and be expressed in
different forms.
 Ideally only one answer is
acceptable.

Cont..
PRINCIPLES FOR PREPARATION:
 Use action oriented precise verbs.
 Each item should deal with important
content area.
 Question can be as possible, but answer
should be short.
 Use precise, simple and accurate
language
 Provide the necessary space for
answers below each question asked.

MULTIPLE CHOICE QUESTIONS
 These are the most
flexible and most
effective of objective type
items and consists of 2
parts:
 The stem: which represent
the problem
 The option/ response:
possible distraction,
correct answer.

Cont..
PRINCIPLE OF PREPARATION:
 Have enough content in the stem
with less distraction but avoid
lengthy stem.
 Use positive statement in the stem.
If negative statement is to be used
then underline or write in capital
letters, so that it will not be
overlooked.
 Statement consist of complete
statement, not just a single word.

Cont..
 Avoid the clues that may
suggest correct answer.
 Eliminate all unrelated
details from an item.
 When dealing with item that
have numerical answers,
arrange them in order from
large to small or vice-versa.
 Use logical distracters.

CONT..
TYPE OF MCQ:
 One correct answer
 Best answer
 Reserve type question
Except which of following is a
mammal

VIVA VOCE
 Viva voce is termed as an
oral examination which
consists of a dialogue
between the examiner ask
question and the student
replies.

CONT..
PURPOSE :
 To assess the student ability to
communicate with another person.
 To supplement the information
obtained through other evaluation
technique.
 To identify and analyses the
students presence of mind.
 To evaluate the students spontaneity
and mannerism.

CONT..
PRINCIPLES:
 The viva should not be limited to a
single topic but should cover a
range of different issue.
 The question should be directly
relevant to the purpose of the viva.
 Examiner should talk as little as
possible during the viva.
 Viva examinations should not
normally exceed 30 minute.
 Candidate should be examined
individually.

CONT..
 SKILLED REQUIRED IN VIVA VOCE

ASSESSMENT OF SKILL
1. Checklist
2. Practical examination
 Objective structure clinical examination(OSCE)
 Objective structured practical examination(OSPE)
3. Nursing process
4. projective technique
5. Behavioral scale:
 Anecdotal records
 Personal records
 Cumulative records
 Group discussion
 Process recording

OBSERVATIONAL CHECKLIST
 A checklist consist of a
listing of steps, activities
or behavior which the
observer records when an
incident occurs.
 A checklist enables the
observer to note only
whether or not a trait or
characteristics is present.

CONT..
SUGGESTION TO FOLLOW
WHILE USING
CHECKLIST:
 Checklist should be directly
related to learning objectives.
 It needs to confined to
performance areas that can be
assessed by positive and negative
criteria.
 Use checklist when ascertaining
a trait or characteristics is
present or absent.

CONT..
 Clearly specify the traits to be
observed.
 Have a separate checklist for
each candidate.
 Multiple observation provide
more accurate assessment.
 Student should be evaluated in
natural setting.

CONT..
 ACTIVITY IN THE EVALUATION PHASE:
Identify the criteria
standard
Collecting and
evaluating data
Interpreting &
summarizing finding
Documenting
finding
Care plan revision

PRACTICAL EXAMINATION
 To develop appropriate
professional skills over a
period of time with consistent
practice.
 Transportation facilities
should be provided to take
the student to the place of
examination.

CONT..
TO ASSESS:
 The ability to give care in practical
situation.
 Attitude of student towards client.
 Able to meet the need of client.
 Expertise in nursing techniques.
 Ability to give best care as possible.
 Skill in proper recording and
reporting.

CONT..
PHYSICALARRANGEMENT FOR CONDUCTING
EXAM:
 Permission from nursing superintendent and ward in
charges to conduct examination in the hospital.
 Selection of examination centre in advance depending on
specialties offered.
 Varieties of nursing care situation, facilities of equipment
and supplies, place for examiners all things are to be kept
in mind.
 To practice nursing procedures required equipment has to
be placed.

CONT..
TYPES:
1. Objective structure clinical
examination(OSCE)
2. Objective structured practical
examination(OSPE)

OSCE
 Objective structure clinical
examination (OSCE) is form of
performance-based testing used
to measure candidates’ clinical
competence.
 During an OSCE, candidate are
observed and evaluated as they
go through a series of station in
which they interview, examine
and treat standardize patient
who present with some type of
medical problem.

CONT..
FEATURE OF OSCE:
 Stations are short
 A pre-set structured mark scheme
is used hence… reduced examiner
input and discretion.
 Emphasis on what candidate can do
rather than they know.
 The application of knowledge
rather than the recall of knowledge.

CONT..
 5 min. most common (3-20)/ each
patient
 Minimum 18-20 station
 Written answer sheet or observer
assessed using checklists
 Examination hall is a hospital ward
 Atmosphere active and busy

CONT..
STEP:
 Registration
 Orientation
 Escorting to exam position
 Station instruction time
 The encounter
 Post encounter period
 Repeat steps 4 to 6
 Exam ended/ escorting to dismissal
area

CASE HISTORY /NURSING
PROCESS
 Doing and documenting
the activities that are the
specific nursing actions
needed to carry out
interventions.
 It is judgment of the
effectiveness of nursing
care to meet client goals.

CONT..
STEPS OF NURSING PROCESS:

CONT..
PURPOSE:
 Determine client’s behavior
response to nursing intervention.
 Compare the client’s response
with predetermined outcome
criteria.
 Appraise the extent to which
client’s goals were attained.

CONT..
 Assess the collaboration of
client and health care team
members.
 Identify the errors in the
plan of care.
 Monitor the quality of
nursing care.

PROJECTIVE TECHNIQUE
 A psychological test in which
words, images, or situation are
represented to a person and the
response analyzed for
unconscious expression of
elements of personality that they
reveal.

CONT..
TYPE OF PROJECTIVE
TECHNIQUE:
Pictorial projective technique
 Rorschach ink blot
 Thematic appreciation test
Verbal projective technique
 Association technique
Word association method
 Completion technique
Sentence completion

CONT..
Expressive method:
Play technique
Drawing and painting
Role-playing

ANECDOTAL RECORD
 It is a brief description of an
observed behavior that appears
significant for evaluation
purposes.
 It is a written description of a
specific incident for which a
teacher has observed.

CONT..
A FACTUAL DESCRIPTION OF
AN EVENT IN WHICH:
 How it occurred
 When it occurred
 Under what circumstances it
occurred
 The treatment..
 Each anecdotal should be of one
incident.

CONT..
PURPOSES:
 To stimulate teacher to look for
information i.e. to help student in
self-adjustment.
 The teacher is able to understand
her pupil in realistic manner.
 It provide healthy teacher- student
relationship
 Help the student to improve in their
behavior, as it is a direct feedback
of an entire observed incident.

CONT..
PRINCIPLE:
 Concentrate on only one & two
behavior observation should be
selected.
 Record should be complete.
 They should be kept by all teacher
and not only by the student teacher.
 Record the incident or action as
soon as possible after it has
happened.

CONT..
 The teacher should have practice
and training in making
observation and writing
anecdotal records.
 Name of the student, class and
school, date of observation.
 Recommendation concerning the
behavior.

CONT..
Example :
 Dated : 16-10-2010 Reena was
caught reading a book of Medical-
Surgical Nursing during
“Community Health Nursing” and
was asked to leave the room.
 Recommendation: Reena should
been courage to do mean in Medical
Surgical Nursing and not to neglect
Community Health Nursing and then
other subject.

PERSONAL RECORD
 All documents information,
regardless its characteristics,
media, physical form and
the manner it is recorded or
stored.
 Records function as
evidence of activities.

CONT..
TYPE OF RECORDS:
Periodical:
 Permanent record
 Temporary record
Collection placed record:
 Collection at institution
 Records to be kept with the individual

Cont..
Unit based records:
• Individual
• Related to family
• Related to community
• National record

CUMULATIVE RECORDS
 The student’s cumulative record
is the completion of
information maintained in the
school for the student.
 It contains factual, objective
and professional information
regarding a student’s academic
progress.

CONT..
CHARACTERISTICS:
 It is a permanent record about the
pupil or student.
 It is maintained to up to date.
 It represent the complete picture
about the educational progress of the
pupil.
 Confidential information about the
students are not entered in the record
but kept in a separate file.
 All the teachers and guidance worker
should have access to these record for
evaluation.

GROUP DISCUSSION
 Group discussion is a
modern method of
assessing students
personality.
 It is both technique and an
art and a comprehensive
tool to judge the worthless
of the student and his
appropriateness for the job.

CONT..
PREREQUISITES FOR GROUP
DISCUSSION
 Extensive knowledge base related
to state, country and globe.
 Area are politic, sports, science &
trade commerce, industry and
technologies.
 Analyze the social, economical
issues logistically.
 Listening skills
 Co-operation.

PROCESS RECORDING
 Process recording is the
recording of the
conversation during the
interaction between the
nurse and the patient in
the psychiatric setup
with the nurse’s
inference.

CONT..
PURPOSE:
 To identify the role of the socio-
cultured background of the patient
behavior.
 To practice various communication
interview techniques to get
information from the patient and to
help him.
 It help to increase the ability to
identify problems and gain skill in
solving them.

RATING SCALES
 Rating scale is an important
technique of evaluation.
 Rating is the assessment of one
person by another person. This is
one of the oldest method of
personality assessment.
 Rating is a term applied to
expression of opinion of
judgment regarding some
situation , object or character.
Opinion are usually expressed on
a scale or value.

CONT..
CHARACTERISTICS:
 In this valuable judgment about
attribute of one person by
another person.
 Most commonly used tools to
carry out structured observation.
 Make quantitative judgenment
about a qualitative attribute.
 To provide flexibility to judge
the level of performance or
presence of attributes among
subjects.

CONT..
TYPES OF RATING SCALE:
 Numerical rating scale
 Graphic rating scale
 Descriptive rating scale
 Comparative rating scale

INTERVIEWS
 Interview is a conversation
between two people where
questions are asked by the
interviewer to obtain information
from the interviewee.
PURPOSE:
 To find the right candidate for
right position.

CONT..
WHAT DOES AN
INTERVIEWER LOOK
FOR:
 Your knowledge
 Your skills
 Your attitude
 Your capability to interact with
people
 Your capacity to take work
pressure.

 Different rating scales are
used to assess attitude.
 The scaling technique
consist of questionnaires
where the score him a
particular place on the scale.
ASSESSMENT OF ATTITUDE

CONT..
USES:
 To utilize simultaneously a
number of observation on a
respondent.
 Meaningful responses are logically
arranged in the analysis of attitude
and behavior.
 To evaluate skill, outcomes,
activities, attitudes and
characteristics.

CONT..
TYPE :
 Likert scale
 Semantic differential scale
 Point scale

CONT..
 Semantic differential scale

EVALUATION TOOL
1. Paper and pencil test
2. Oral test
3. Performance test

SPECIFIC EVALUATION TOOL
Anecdotal
record
Rating scale Aptitude Inventories Teacher
made and
standardized
test
It is used to
assess past
behavior of
student
It is used to
classify
opinions and
judgments
regarding
situations,
objects etc.
They are used
to measure
the potential
performance
and special
ability of
students.
They are used
to assess the
expression of
the inner
feelings of
individuals
through
questionnaires
etc.
These are
used to
measure in
numerical
terms the
attainment of
students in
various
school
subjects.

METHOD OF EVALUATION
1.Records
&
document
s
2.Observatio
n
6.Group
interview
3.Survey
4.Communit
y dialogue
5.Interview

PROCESS OF EVALUATION
Planning
• Step1: define purpose & scope
• Step 2:Specify evaluation question
• Step 3: Specify evaluation design
• Step 4 :Create data collection
action plan
Implementatio
n
• Step 5: data collection
• Step 6: data analysis
• Step 7 : finding data inference
Feedback
• Step 8: disseminate
information
• Step 9 feedback for
improvement

MERITS AND DEMERITS OF
EVALUATION

MERITS OF EVALUATION IN
EDUCATION
 It is more valid than
external examination as
it covers all the topics of
the syllabus assessment
every month or
fornightly
 Student become more
regular or punctual
 The problem of
discipline will remain
subsided.

CONT..
 It is reliable.
 It motivates the
pupils to work
regularly and
thoroughly.
 It enable us to
diagnose pupils
difficulties in
learning.

CONT…
 Undue strain upon
the student is relaxed.
 It serves as a base for
awarding scholarship
and giving fee
concessions.
 It aim at finding out
what the child
knows.

DEMERITS OF EVALUATION IN
EDUCATION
 Evaluation process is time
consuming.
 It increase work load on the
teacher.
 It is costly .
 Difficulties for arrange the
evaluation process.
 If careless recorded, the
purpose will not be fulfilled.

ACTIVITY RELATED
EVALUATION
 For example:
 First of all evaluation is
quantitative .
 When we assess obesity in
child, we collect the data by
measurement of height and
weight and make evaluation by
using evaluation tool.
 On that bases we can say how
much percentage of child obese
according to their age. E.g. 30%
of child obese this is evaluation
of child weight.

DIFFERENCE BETWEEN
EVALUATION AND MEASUREMENT
Sr. no. Measurement Evaluation
1. It does not express any
clear assumption about a
student.
Clear assumption about a student
can be formed on the basis of
evaluation.
2. It does not require much
energy and time.
Evaluation requires more energy and
time.
3. The scope of measurement
is limited only some
dimensions of personality
can be tested under
measurement.
The scope of evaluation is wide, in it
the entire personality of a student is
tested.
4. Measurement is content
oriented.
Evaluation is objective-oriented

s. no. Evaluation Measurement
5. Measurement is a means, and
not an end in itself.
Evaluation is an end in itself.
6. The purpose of measurement is
to gather evidences.
Evaluation is to deduce inferences
from evidences, that is, its work is
appraisement of evidence.
7. Measurement may not be an
essential part of education.
Evaluation is the integrated or
necessary part of education.
8. Measurement answer the
question ‘how much’ such that
Sunanda has scored 56 marks
in mathematics. This is
measurement.
Evaluation answers the question
‘what value’. Sunanda has scored
50% marks in mathematics and
passed second division in the class,
this is evaluation.

s. no. Evaluation Measurement
9. Prediction cannot be made
meaningfully on the basis of
measurement.
Evaluation can predict meaningfully.
10. Measurement acquaints with a
situation. This is isolated from
the entire environment.
Evaluation acquaints about the
entire situation.
11. Measurement indicates those
observations which are
displayed numerically.
Evaluation comprises of both
quantitative and qualitative and
qualitative observation.
12. Measurement can be
conducted at any time.
Evaluation is continuous process.

SUMMARIZATION
 Introduction of measurement and evaluation
 Introduction of measurement
 Meaning and definition of measurement
 Concept and nature of measurement
 Characteristics of measurement
 Scope of measurement
 Function and type of measurement
 Measurement scale

 Introduction of evaluation
 Meaning and definition evaluation
 Concept and nature of evaluation
 Classification and objective of evaluation
Purpose and need of evaluation
 Principle and type of evaluation
 Function and characteristics of evaluation
 Scope and uses of evaluation
 Step and technique of evaluation
 Tool and method of evaluation
 Process and merits and demerits of evaluation
 Difference between measurement and evaluation

BIBLIOGRAPHY
 Neeraja KP. Textbook Of Communication And
Education For Nursese.2nd edition. New Delhi: jaypee
brother s Medical Publishers (P) Ltd; 2011 .Page no.
404-414, 419-420
 R Sudha, Nursing education Principles and concepts,
Jaypee Publication, First edition, Page No. 102-108
 https://www.slideshare.net/mobile/vsk84/basic-of-
measurement-evaluation followed on 10/04/2020
 https://.slideshare.net/mobile/edtechred/educational-
meaurement-and-evaluation followed on 12/04/2020

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