The document discusses principles and objectives of evaluation in teaching and learning. It describes the purpose of evaluation as ensuring students can do their jobs competently and to provide feedback to improve learning. Formative and summative evaluations are described, with formative helping teachers understand student progress and summative being end-of-term evaluations. Student evaluation involves measuring achievement through tools like exams, while assessment considers subjective attributes. Evaluation involves making judgements based on measurement and assessment data. The roles of evaluation include feedback, prediction, selection, grading, and program evaluation.

1. Evaluation
Principles and
Objectives
MEU WORKSHOP

2. Evaluation
Principles and Objectives

3. Objectives
Teaching
learning methods Evaluation
Relevance

4. • Why
• What
• When
• Whom
• How

5. Is evaluation necessary?

6. • To make sure that the student will be able to
do the job competently
• Exams encourage the students to work harder
• To guide the teacher and student about which
part of the course has been successful and
which part needs to be improved

7. Student evaluation
• Measurement: application of mathematical
tools for finding the degree of achievement
• Example: awarding marks for MCQ

8. Assessment
• This term is used for those attributes which do
not lend themselves to precise measurement
and where some subjective decisions are
involved
• Example: marking of essay type questions

9. Evaluation
• Involves passing a value judgement based on
the information obtained from measurement
and assessment
• It is a major component of the curriculum

10. Functions of evaluation
• Feedback for improved learning
• Predictive
• Selection
• Grading
• Program evaluation

11. Types of evaluation
• Formative: helps the learner and the teacher
to know the progress of the student
• Summative: end of term evaluation

12. What is the role of internal
assessment?

13. Abilities to be evaluated
• Evaluate all three domains of learning
• Weightage allotted to each component will
vary depending on the subject area under
consideration

14. • Evaluation is not the end – rather it is the
means to further the effectiveness of an
educational programme
• It has to be planned keeping the educational
objective in mind

15. Evaluation tools
• Should be appropriate for the learning
outcomes to be evaluated
• The characteristics of an evaluation tool are:
• Validity
• Reliability
• Feasibility
• Relevance
• objectivity

16. Validity
• A tool is valid if it measures what it is
supposed to measure
• Example: to determine whether a student can
prepare a thin blood smear.

17. Types of validity
• Content validity
• Criterion validity and
• Construct validity

18. • Content validity:
• indicates synchronization between content of
the test and content of teaching
• To ensure that content validity is measured,
– prepare a list of content matter to be tested
– Assign weightage for each
– Prepare table of specification
– Create test for each

19. How to build-in content validity
Prepare a table of specifications
Topic Weightage
A 15%
B 10%
C 5%
D 20%
E 30%
F 20%
Total 100%

20. Table of specifications
• Items required 01
• Use of gloves 01
• Size of the drop of blood 01
• Location of blood drop on the slide 01
• Holding the spreader 01
• Way the smear is spread on the slide 02
• Quality of the smear 02
• How the smear is dried 01
• Max marks 10

21. Factors influencing validity
• Unclear directions
• Ambiguous phrasing of questions
• Inappropriate level of difficulty
• Inappropriate question for the outcome to be
tested
• Too short a test
• Insufficient time

22. Reliability
• Consistency of measurement
• The degree of reproducibility determines the
reliability of an evaluation tool
– Test-retest reliability
– Equivalent-forms
– Split halves reliability
– Marker reliability

23. Measures to improve reliability
• Optimum time of test
• Use appropriate levels of difficulty
• Maintain conditions of test constant
• Ensure objectivity of scoring
• Ensure validity of the instrument

24. • A reliable test need not necessarily be valid!

26. Objectivity
• Structuring of questions
• Preparing model answers
• Agreeing on the marking scheme
• Having papers independently valued by two
examiners

27. Feasibility
• Time and resources required

28. Relevance
• Appropriateness of the process of evaluation
with reference to the tasks to be performed
by the students after qualification
• Reflect the health needs of the society

29. How do you choose an
appropriate evaluation tool?
• Purpose
• Domain to be tested
• Number of students
• Time allotted
• Resources
• Ease of administering the test
• Ensuring validity and objectivity

30. Steps of evaluation
Define objectives
Provide teaching-learning experience
Select measuring instrument
Decide marking
Administer test
score test
Analyse result
Take decision

31. Domain-wise matrix of
evaluation methods
• Cognitive domain:
– Written and oral
• Essays- Modified essays
• Short answers and very short answer questions
– Objective items
– Simulated patient management problems

32. • Psychomotor domain:
• Observation
• Practical Clinical
• OSPE / OSCE

33. • Affective Domain:
• Observation
• Rating scales
• Checklist
• Questionnaires
• Logbook
• Group discussion

34. What makes a good evaluation?
• Does the evaluation comply with the regulations of
the course
• Does it test important skills and abilities ( is it valid)
• Are you sure that the marks gained by each student
is accurate ( is the marking reliable)

35. • Does the evaluation give you information that
will help the students to learn better and help
you to improve your teaching
• Is it reasonably economical in terms of
material and time

36. Evaluation
Essay and SAQ

37. Evaluation of knowledge
• As a general rule, early in the course, factual
knowledge is presented to the student and as the
course develops higher domains of learning come
into picture

38. Current system of examination
• Evaluation of knowledge: Theory paper:
– Two long essays 2 X 10= 20 marks
– Six short notes: 8 X 5 = 40 marks
– Short answer questions: 10 x 2 = 20 marks

39. Evaluation of Cognitive skills
• Commonest tool is the traditional essay question
– Unstructured essay question
• Student has the freedom within the subject context, to
determine the nature and scope of the answer
• Example: write an essay on protein energy malnutrition

40. • Free response questions
• Subjectivity in marking is high, hence unreliable
• Advantages:
– Evaluates higher domains of learning and comprehension
of the student
– Relatively easy to frame
– Allows students free and effective expression
– Ability to organise ideas

41. • Disadvantages
– Low validity and reliability
– Limited range of application
– Lack of objectivity
– Inconsistent and time consuming scoring pattern
– Hardly any feedback to the teacher
– Scope for guess work by the students
– First answer and its assessment influences the
subsequent ones

42. Structured essay questions
• Restricted response questions
• Example: write an essay on PEM covering the
causes, classification, clinical diagnosis and
initial management in the hospital

43. Modified essay question
• Problem solving question
• Short history is given based on which questions
are asked
• Requires the student to apply what he has
learnt, in the context of a given situation

44. Problem solving question
• A 4 year old boy presents with H/O epistaxis on and
off since 3 years. On examination his knee joints are
swollen. Mother gives H/O similar complaints in the
older sibling
• What are the possible causes for this type of
presentation?
• What investigations will you order to arrive at a
diagnosis?
• What advise will you give to the mother?

45. Guidelines to write better essay
questions
• Match the question to the specific learning outcome.
• The objective of learning and objective of testing
should be the same
• The more precise and clear we are with our learning
objectives, the easier and better it will become to
formulate good essay questions

46. • The question should clearly specify to the student
what is expected of him

47. • Phrase the question in a simple, clear language
• Indicate the weightage to different parts of the
question. This helps the student to effectively plan
his answer
• Prepare a checklist and allot marks to different points
to be included in the answer

48. • Mark essays question by question rather than
student by student, to compare the performance of
each student on that particular question and not as a
whole
• Mark the essay question by more than one examiner
and take average marks
• Grading instead of marking will further minimize the
variation between examiners

49. • All students should answer the question since
construction of optimal questions of equal difficulty
is not possible. Hence comparison of scores of two
students becomes invalid
• Avoid distractions during scoring

50. Short answer questions
• Tests lower domains of learning
• Student may be required to write a word, phrase, a
sentence to complete a statement
• Longer the expected answer, more is the subjectivity
involved

51. Types of SAQ
• Completion type
• Open SAQ

52. Merits of SAQs
• They are easy to construct when compared to MCQs
• They are more specific than essays and hence more
reliable
• They are quicker to answer. The students can be
tested on a wide range of topics in a short period

53. • They can be marked quickly
• SAQs are less prone to guessing than MCQs
• It is possible to construct a checklist for responses to
ensure intermarker reliability and thus objectivity

54. • Time taken to answer SAQ is more than for MCQ
• Number of SAQ in a given time is reduced compared
to MCQ
• Reliability of a test is directly proportional to the
number of questions
• Subjectivity in open SAQ

55. Group Activity I
• Each group is given two essay questions and
two short answer questions
• Discuss within your group and write your
comments
• Time allotted 10 minutes
• Presentation: 4 X 6 minutes: 25 minutes
• Total time: 35 minutes

56. Group Activity II
• Prepare two structured essay questions
• Two short answer questions
• Time allotted 10 minutes
• Presentation by each group: 4 X 5 = 20 min
• Total time: 30 minutes

57. Group activity I – Group A
• Essay questions:
• 1. Write in detail about oedema
• 2. Give a comprehensive account about the
thoracic part of the oesophagus
• SAQ:
• 1. DNA
• 2. Cholecystitis

58. Group activity I – Group B
• Essay questions:
• 1. Write what you know about family planning
• 2. Discuss the role of endocrines in the
regulation of human growth
• SAQ:
• 1. Right atrium
• 2. List a few haemoparasites. Can you draw
them

59. Group activity I – Group C
• Essay questions:
• 1. Write an essay on SLE
• 2. Amyloidosis
• SAQ:
• 1. Rifampicin
• 2. PCV tubes

60. Group activity I – Group D
• Essay questions:
• 1. Write an essay on Senile cataract
• 2. Inguinal hernia
• SAQ:
• 1. POEMS
• 2. R S cell