The document discusses various methods of educational evaluation, including formative and summative assessment, internal and external evaluation, and qualitative and quantitative measures. It describes different types of evaluation tools like essays, short answers, objective tests, observations, anecdotal records, checklists, rating scales, and oral exams. The purpose of evaluation is to measure student achievement and program effectiveness in order to improve the educational process.

1. It is a process of making judgment about the
extent to which a particular educational
program achieved its objective and is also
measuring the extent to which a program
delivered is effective and efficient in full filling
its intended purpose of its development or
creation.

2. • To measure the progress of a program
• To identify any problem and to resolve
any conflicts
• To enhance utilization of available
resources
• To provide baseline information for
future evaluation and planning
• To modify and to make any remedial
measures

3. •Philosophy and objectives of the college
• Admission criteria
• Staff welfare activities
• Faculty position
• Curriculum
• Student's performance
• Infrastructural facilities
• Records and its maintenance

4.  Consistency with the objectives
 Comprehensiveness
 Sufficient diagnostic value
 validity
 Unity of evaluation judgment
 Continuity

5.  1 ) Context Evaluation
 It provides the information pertaining to the
environment in which the evaluation is being
carried out.
2 ) Input Evaluation
 This is the next stage of evaluation. Input
evaluation mainly evaluates men, money,
material and policies to implement goals.
3)Process evaluation
 monitors the strategy adopted to implement
the program and gets constant feedback and
also identifies the defects in the program.

6. 4) Product and Outcome Evaluation
 Finally the product evaluation looks into the
final product, i.e. whether the curriculum has
accomplished the desired objectives.
 Product evaluation provides data to match with
the mission and goal of the program.
3 ) Eisner’s Connoisseurship Model
This is one of the qualitative models of
evaluation. Unlike quantitative models such as
Tylerian model, CIPP model, this model does
not collect data. The evaluation mainly
narrates, describes and makes a through
portrayal of the event or situation

7.  Evaluation, an integral part of an educational
program, is the process of judging the
effectiveness of educational experience
through careful appraisal.
 According to Ralph Tyler (1950), Evaluation is
the process of determining to what extent the
educational objectives are being realized.

8.  Measurement : A quantitative process involving
the assigning of a number to an individual's
characteristics.
 Assessment : A term used instead of
measurement when a numerical value is not
involved, e.g. checklists of behaviors.
 Evaluation : The process of judging the value or
worth of an individual's characteristics obtained
by measurement or assessment.
 Test : An instrument or tool for obtaining
measurements or assessments, e.g. an essay.
 Examination : A formal situation in which
students undertake one or more tests under
specific rules.

9.  Evaluation, in a general sense, is a process of
assessment.
 Evaluation is a continuous process.
 It is a systematic process Evaluation differs
from measurement.
 It is an integral part of education.

10.  Evaluation takes its direction from a definition of
education which, stated in its broadest
sense, is to enable students to realize their
potential as human beings.
 Evaluation is a means to an end and never an
end in itself
 Evaluation, by definition, connotes value.
 Evaluation involves teacher judgment.
 Validity and reliability are of paramount concern
in any evaluation activity.

11.  Evaluation is an integral part of the teaching-
learning process
 Every evaluation should be made with reference
to specified outcomes.
 Evaluation procedures should take into
consideration individual differences among
students.
 Evaluation of students involves more than a
single appraisal at any one time.
 The process of evaluation begins with the
outcomes of educational the program.

12.  Formative evaluation is done during an
instructional program.
 The instructional program should aim at the
attainment certain objectives during the
implementation of the program.
 It is done to monitor learning and modifying
the program if needed before its completion.
 Formative evaluation is for current students

13.  Summative evaluation is done at the end or
completion of a particular instructional
program
 whose duration may vary from a semester to
whole year and to know whether the student is
competent enough for certification.
 Since the result is usually in the form of a
single total score or a pass or fail, there is
little scope of meaningful feedback either to
the learner or to the teacher

14.  The terms criterion-referenced and norm-
referenced were originally coined by Robert
Glaser.
 A criterion-referenced test is one that provides
for translating test scores into a statement
about the behavior
 Example, the criterion may be "Students should
be able to correctly add two single-digit
numbers", and the cutscore may be that
students should correctly answer a minimum of
80% of the questions to pass.

15.  A norm-referenced test / NRT is a type of
test, assessment, or evaluation which yields
an estimate of the position of the tested
individual in a predefined population, with
respect to the trait being measured

16. Evaluation by teacher through teacher made and
standardized tests, observation and other
techniques is called for and this is known as
internal assessment.
6) External Examination
External examination or assessment is organized
and conducted by an external agency, other than
the college. The below mentioned question helps
to gain insight in conducting external
examination

17. 1)Essay Examinations
 The essay type examination seeks to measure
the integrated knowledge of the examinees
 Essay questions are supply or constructed
response type questions and can be the best
way to measure the student’s thinking skills
such
 applying,
 organizing,
 synthesizing,
 integrating,
 evaluating, or projecting

18.  It is short and direct questions and the
students are expected to answer in a word or
phrase or a numerical response to the
question.
Types of Short Answer Questions
 Asking for a definition.
 Asking to draw a diagram.
 Asking to complete an incomplete sentence.
 Asking for a unique answer to a direct
question.

19.  The objective tests seek to measure more
consistently and accurately the knowledge of
terms, concepts, vocabulary facts and
understanding and measure only what is
intended to be measured.
Types of Objective Type Test Item
 Multiple choice items/select the best answer
 True or false items
 matching type items
 Sentence completion items.

20. Validation and Banking of MCQs
Item analysis is the process of analyzing the
performance of a multiple choice item after it
has appeared in a question paper
B) TRUE OR FALSE ITEMS
These are question or statements followed by
Yes/No or True/False responses. The student
is asked to tick or mark the correct response.

21.  Only a single concept or idea.
 Write clear and direct statements.
 Avoid using clues
 Avoid tricky and catchy items.
 Have equal number of true and false items.
 Detectable pattern of answers should be
avoided (T, F, T,F).
 The statement should not be taken directly
from the text-book.
 The direction for answering the question
must be clear.

22. The matching type items are prepared in two
columns- one called as the stimulus column and the
other one called as the response column.
Principles for Preparation of Matching Items
 The statements should belong to the same kind
 The number of choices should be more than the
required answers.
 Too many items may be confusing and distracting.
 The stimuli and response columns should be on the
same page.
 The terminology in one column should not give clues
to the expected responses in the other column.
 Provide clear directions for matching.
 Arrange responses or both in alphabetical order

23. Observation can be defined as the direct
visualization of performance of a talk or
behavior. It involves watching students carry
out some activity or listening to pupils speech
reading and discussing things

24.  Anecdotal records can be defined as a brief description
of an observed behavior that appears significant for
evaluation purposes.
Characteristics of Anecdotal Records
 • It is a factual recording only of the actual event,
incident or observation
 • It is a record of only one incident.
 • It is a record of an incident which is considered
important and significant in the growth and
development of the student.
 • It should include:
- a description of a particular occasion - a delineation
of the behavior noted, indicating who, what, why,
when, where and how
 - the evaluator's opinion or estimate of the incident or
behavior.

25. Checklists
checklists are lists of items or performance
indicators requiring dichotomous responses
such as satisfactory or factory, pass or fail,
yes or no, present or absent, etc
Rating Scale
A rating scale can be defined as "a
standardized method of recording,
interpretation of behavior, which is totally
based on observation, strictly in line with the
educational objectives".

26.  Various types of rating scales that are
commonly used are:
 • Descriptive rating scales
 • Graphic rating scales
 • Numerical rating scales
 • Behaviorally anchored rating scales.

27.  The practical exams are meant to assess the
professional competence gained by the
students over a period of time and whether it
meets the requirements and expectations
specified by the statutory boards.

28. Knowledge is tested in theory examination and
skills are evaluated in clinical/practical
examination and oral examination is meant to
evaluate the following qualities:
 Depth of knowledge,
 Ability to discuss and
 Defend one's decisions, attitudes,
 Alertness,
 Ability to perform under stress
 Professional competence

29.  Objective structured practical examination
(OSPE) is a new pattern of practical
examination, in which each component of
clinical competence is tested component of
clinical competence is tested uniformly and
objectively for all the students who are taking
up a practical examination at a given place.
Objective structured practical examination (OSPE) is a new pattern of practical examination, in which each component of clinical compObjective structured practical examination (OSPE) is a new pattern of practical examination, in which each component of clinical comp

30.  OSCE includes series of 12 to 20 stations,
each testing one or two components of
clinical competencies for 3 to 5 minutes.
Students are rotated to all stations with pre
determined time interval, thus through the
series of 12 to 20 stations to accommodate
12 to 20 students, who will be examined
simultaneously

31.  An attitude scale measures
how the participant feels about a subject at
the moment when he or she answers the
question. Several popular types of attitude
scales are used in evaluation of nursing
education.

32.  Neeraja K P. Textbook Of Communication
And Education Technology For Nurses.1ST
edition. New Delhi: Jaypee Brothers Medical
Publishers (P) Ltd; 2011. PAGE NO: 214-230
 Sankaranarayanan B. Learning & Teaching
Nursing. Calicut: Brainfill Publications;2003
PAGE NO: 46-51
 R.Sudha Nursing education principles and
concepts ,jaypee publications 1st edition page
no ;332-340