The document discusses evaluation and assessment in nursing education. It defines evaluation as a process of making judgments to establish goals and determine if they are being achieved. Assessment focuses on individual learners and learning outcomes. The purposes of evaluation in nursing include determining students' knowledge, clinical performance, strengths and weaknesses to guide learning. Formative evaluation monitors student progress, while summative evaluation determines if learning objectives were met at the end of a course. Criterion-referenced and norm-referenced evaluation are described. Principles of evaluation include determining objectives in advance and using various techniques.

2. EVALUATION AND ASSESSMENT
IN NURSING EDUCATION
Part - 01
Mrs. Babitha K Devu
Assistant Professor
SMVD College of Nursing

3. Introduction
• Evaluation is part of life, in our life we need to
make evaluation frequently
– like which dress you want to wear in marriage
– What you want to give in gift to your friend.
• In educational scenario evaluation have
important role in judging student progress to
know up to what extent student have
achieved the desired set goal.

4. Introduction
Evaluation is such an essential part of teaching and
learning. Evaluation in education is the process of
judging the effectiveness of educational experience
through careful appraisal or involves measurement
but is different from it.
Measurement is appraisal in terms of a fixed
standards whereas an evaluation implies
the use of relative and flexible standards.

5. Introduction
Educational evaluation is made in relation to the
objectives that have been determined previously by
faculty, individual teacher and student.
The word ‘assess’ comes from the Latin verb
‘assidere’ meaning ‘to sit with’.
Assessment can focus on the individual learner, the
learning community (class, workshop, or other
organized group of learners), the institution,
or the educational system.

6. DEFINITIONS
• EVALUATION:
“ It is a process of making judgment that to be used
as a basis for planning. It consists of establishing
goals, collecting evidence concerning growth or
lack of growth towards goals, making judgments
about the evidence and revising procedures and
goals in the light of the judgments.”
___ Wiles

7. DEFINITIONS
• EVALUATION:
“ It is the process of determining to what extent the
educational objective are being realized.”
___ Ralph Tylor
“ It is a systematic examination of educational and
social programs.”
____ Conbach

8. DEFINITIONS
• ASSESSMENT:
“Assessment is the process of documenting, usually
in measurable terms, knowledge, skill, attitudes,
and beliefs.”
“Assessment in education is the process of
gathering, interpreting, recording, and using
information about pupils’ responses to an
educational task.”
___ Harlen, Gipps, Broadfoot, Nuttal,1992

9. Nature of evaluation
Evaluation in educational context implies broad
programme that examines achievements, attitude,
interests, personality, traits and skills factors which
are taken into consideration. Thus cognitive,
affective and psychomotor learning outcome is
measured in the evaluation process.
The evaluation is a two part process. The first part of
evaluation is the determination of what is to evaluate
(Goal) and the second part is the judgment of
whether the goals are being achieved.

10. Purposes of evaluation
The overall purpose will be to provide information
to enable each student to develop according to his
potential with in the frame work of educational
objectives.
Bloom stated the following purposes:-
1) To discover the extent of competence through
which the student have developed in initiating,
organizing and improving his/her day to day
work and to diagnose his/her strength and
weakness with a view to further guidance.

11. Purposes of evaluation
2) To appraise the status of and changes in student’s
behaviour.
3) To assess the student’s progress from time to time
and disclose student’s needs and possibility.
4) To predict the student’s future in academic success.
5) To provide basis for modification of the curriculum
and course.
6) To motivate students for better attainment and
growth.
7) To improve instructional and measuring devices.
8) To locate areas where remedial measures are needed.

12. Purposes of evaluation
in nursing
 To determine the level of knowledge and understanding of the
students at various times.
 To determine the level of student’s clinical performance at
various stage.
 To diagram each student’s strength and weakness and to
suggest remedial measures.
 To encourage student’s learning by measuring their
achievement and inform them their success.
 To help students to acquire the attitude of and skills in self
evaluation and self directing in their study.
 To provide motivation in practicing critical thinking, the
application of principle, the making of judgment, etc.

13. Purposes of evaluation
in nursing
 To estimate the effectiveness of teaching and
learning technique, of subject content and
instructional media in reaching the goals.
 To gather information for administrative purpose
such as selecting students for higher courses,
placement of students for advanced training, etc.

14. scope of evaluation
a) Certification
b) Feedback
c) Monitoring the program
d) Safeguarding the public
e) Baseline for guidance and counseling
f) Placement and promotion in job
g) Development of tools and techniques and appraise
the methods of instructions.

15. characteristics of evaluation
1. Continuous process.
2. Includes academic and non academic subjects.
3. Procedure for improving the product.
4. Discovers the needs of an individual student and to
design learning experience that will solve their
needs.
5. Correlation between the educational system and
the system of evaluation.
6. Complex process which need scientific techniques
and tools.

16. principles of evaluation
Evaluation is a process of determining the extend to
which educational objectives are achieved by
pupils. It should not be viewed as merely a
collection of techniques for obtaining information
about pupil’s behaviour. (Gronlund & Guilbert)
Evaluation is most effective when based on sound
operational principles. The following principles
stated by Gronlund provide a framework within
which the process of evaluation may be viewed.

17. principles of evaluation
 Determining and classifying what is to be evaluated
always has priority in the evaluation process: The
objectives must be clearly stated before evaluation is
made.
 Techniques should be selected in term of the purposes
to be served.
 Comprehensive evaluation requires a variety of
evaluation techniques. No single evaluation technique
is adequate to evaluate various outcome.
 Proper use of evaluation techniques require an
awareness of their limitations as well as their strength

18. principles of evaluation
 Evaluation is a means to an end and not as end itself.
 Evaluation procedures must contribute to improved
decisions of instruction, guidance and administrative
nature.
 Adequacy of experience should be made in terms of
excellence of performance and quality of experience.
 Record for practice should reflect the objectives of
practice and give evidence to the extent of
achievement of these objectives.

19. types of evaluation
There are mainly two types of evaluation:-
Based on time Based on manner in which one
interpret the result of the
learner performance
Summative Formative
Criterion Reference Norm Reference

20. types of evaluation
Based on Time: This classification was based on
the frequency of conducting evaluation.
M Scriven (1967) coined the term summative and
formative evaluation.
Summative Evaluation is the commonly known type
of evaluation. It comes at the end of the term,
course or programme of teaching.
Formative Evaluation is on going, continuous
evaluation.

21. types of evaluation
• Summative Evaluation:
Definitions:-
 It describes judgement about the merits of an already completed
program, procedure or product.
___ A. J. Nitke (1983)
 It is conducted at the end of the instructional segment to
determine if learning is sufficient or complete then move the
learner to the next segment of instruction.
___ R L Ebel & Frisbic (1986)
 It is done at the conclusion of instruction and measures the
extent to which students have attained the desired outcome.
____ W Weersma & S G Jury (1990)

22. types of evaluation
• Summative Evaluation:
It is done at the end of any program or instruction or
course, term or semester. Annual examination and
half yearly examination in school, public examination
are the example of such evaluation. It is also called
external assessment.
It is used to assign the grades for student’s achievement
which can be used for promotion to the next grade
and judgement of high and low performers within a
certain group for passing or failing in an examination.

23. types of evaluation
• Summative Evaluation:
It is vertical dimension seeing whether the student
has achieved educational objective and how much
he has achieved. It help to grade, rank, select the
students and also help in curriculum evaluation.
Purposes:
• For certification
• Determines the student’s mastery on learning
outcomes based on the objectives.

24. types of evaluation
• Summative Evaluation:
Summative Assessment
(To determine terminal performance)
Have the students achieved?
(Intended outcome of instructions)
Evaluate the
effectiveness of
the instruction
Provide
additional
individual
remediation
Assign grades or
certify mastery

25. types of evaluation
• Formative Evaluation:
Definitions:-
 It is concerned with judgement made during the design or
development of a program, which is directed towards modifying,
forming or otherwise improving the programs before it is
completed.
___ A. J. Nitke (1983)
 It is conducted to monitor the instructional process to determine
whether learning is taking place as planned.
___ R L Ebel & Frisbic (1986)
 It occurs over a period of time and monitors student’s progress.
____ W Weersma & S G Jury (1990)

26. types of evaluation
• Formative Evaluation:
It is an ongoing continuous evaluation conducted during
learning process in order to improve teaching – learning
process and students learning outcomes.
By this evaluation teachers can modify the teaching
learning methods and the student’s can improve their
learning by counseling to modify the learning styles.
In order to be effective formative assessment should be
conducted more frequently and must cover small
content area with different difficulty level and give
immediately feedback to the students.

27. types of evaluation
• Formative Evaluation:
Are the students achieving the intended learning
outcomes?
Feedback to reinforce learning
Proceed with planned
instructions
Remediation of individual/group
Diagnostic testing
(To study
persistent
difficulty)
Formative Evaluation
(To monitor learning progress)
No
Yes

28. types of evaluation
CHARACT-
ERISTICS
FORMATIVE SUMMATIVE
PURPOSE
To monitor progress
of student by getting
feedback
To check final status of
students
CONTENT
FOCUS
•Detailed
•Narrow scope
•General
•Broad scope
METHODS
•Daily assignments
•Observations
•Tests
•Projects
FREQUENCY
Daily or weekly Quarterly or after completion
of term/semester/course

29. types of evaluation
Based on manner in which one interpret the result of the
learner performance there are two types of evaluation -
Criterion Reference and Norm Reference Evaluation.
• Criterion Reference Evaluation:
This determines whether each student has achieved specific
skills or concepts. In this each individual is compared
with a preset standard for acceptable achievement. The
performance of other students is irrelevant.
For Example assessing a student’s skill to administer IM
Injection based on a checklist.

30. types of evaluation
• Norm Reference Evaluation:
In this assessment the test scores are compared with
a person’s performance similar to others with
similar educational backgrounds. This can be used
as a preliminary tool before making the actual
evaluation tool. In this instead of looking at the
actual score of the student, we see how well they
did in relation to others.

31. Criteria for selection of assessment techniques
& methods
The techniques/methods or tools used for evaluation
are means for collecting evidence about student’s
development in desired direction. There are some
criteria one should follow while preparing the
tools for assessment.

32. Criteria for selection of assessment techniques
& methods
Assessment
Tool: Criteria
Validit
y
Others
Specifi
city
Releva
nce
Practic
ability
Object
ivity
Reliab
ility

33. Criteria for selection of assessment techniques
& methods
 Validity:
It means the extend to which a test measures what it
is intended to measure. It is an important criterion
to be met. Types are:
1. Face validity
2. Content validity
3. Construct validity
4. Criterion related validity

34. Criteria for selection of assessment techniques
& methods
 Reliability:
It is a measure of the consistency and precision with
which it tests what it is supposed to test. Methods
are:
1. Test retest method
2. Split Half method

35. Criteria for selection of assessment techniques
& methods
 Objectivity:
It describes the degree of consensus with which two
or more evaluators score the same test. It eliminates
fixed opinion or judgment of the person who score
it.

36. Criteria for selection of assessment techniques
& methods
 Practicability/Feasibility:
It depends on various factors such as ease of
administrability, scoring and interpretation, also the
economy of resources like money or time.

37. Criteria for selection of assessment techniques
& methods
 Relevance:
It is the appropriateness of the assessment tool to
evaluate what actually to be evaluated.

38. Criteria for selection of assessment techniques
& methods
 Specificity:
The item in a test must be specific to the objectives.
 Others: It includes
 Discrimination
 Efficiency
 Precise and clear
 Comprehensiveness
 Length

39. steps of evaluation