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Educational assessment

Educational assessment , Made By SONAL PATEL

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J.G COLLEGE OF NURSING,
AHMEDABAD.
SUB : Nursing Education
TOPIC :Educational Assessments
SUBMITTED BY,
Ms.Sonal Patel,
J.G College of Nursing.
Contain:
Educational Assessments
Principles of Assessments
Formative and Summative Assessments
Internal Assessments
External Assessments
Advantages and Disadvantages
 Assessment
Assessment is a process of collecting
information/evidence through
measurements, interpret, describe, and
interpret the evidence of
measurement.(Permendikbud 2014).
Assessment is a process for making
decision using information obtained
through measurement. (Siregar Dan
Nara, 2010)
Specific Principle of Assessments
1)Valid
2)Objective
3)Fair
4)Integrated
5)Open
6)Systematic
7)Accountable
8)Educative
 General Principle of Assessment
1) The materials were developed from curriculum assessment
2) Cross-charge or subjects.
3) Relates to the ability of learners.
4) Performance based learners.
5) Motivating learners.
6) Emphasizing on activities and learning experiences of learners.
7) Give learners the freedom to construct the response.
8) Emphasizing the Integration of attitudes, knowledge, and
skills.
Cont…
9) Develop divergent thinking skills.
10) Being an integral part of learning.
11) Requires reversal immediately and
continuously.
12) Emphasizing that reflect real-world context.
13) Associated with the world of work.
14) Using data obtained directly from the real
world.
15) Using various methods and instruments.

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Educational assessment

  • 1. J.G COLLEGE OF NURSING, AHMEDABAD. SUB : Nursing Education TOPIC :Educational Assessments SUBMITTED BY, Ms.Sonal Patel, J.G College of Nursing.
  • 2. Contain: Educational Assessments Principles of Assessments Formative and Summative Assessments Internal Assessments External Assessments Advantages and Disadvantages
  • 3.  Assessment Assessment is a process of collecting information/evidence through measurements, interpret, describe, and interpret the evidence of measurement.(Permendikbud 2014). Assessment is a process for making decision using information obtained through measurement. (Siregar Dan Nara, 2010)
  • 4. Specific Principle of Assessments 1)Valid 2)Objective 3)Fair 4)Integrated 5)Open 6)Systematic 7)Accountable 8)Educative
  • 5.  General Principle of Assessment 1) The materials were developed from curriculum assessment 2) Cross-charge or subjects. 3) Relates to the ability of learners. 4) Performance based learners. 5) Motivating learners. 6) Emphasizing on activities and learning experiences of learners. 7) Give learners the freedom to construct the response. 8) Emphasizing the Integration of attitudes, knowledge, and skills.
  • 6. Cont… 9) Develop divergent thinking skills. 10) Being an integral part of learning. 11) Requires reversal immediately and continuously. 12) Emphasizing that reflect real-world context. 13) Associated with the world of work. 14) Using data obtained directly from the real world. 15) Using various methods and instruments.
  • 7. Types of Assessment Two Types:- 1. Formative Assessment (Assessment for learning) 2. Summative Assessment (Assessment of Learning)
  • 9. 1. Formative Assessment Definition: Formative Assessment is defined as ongoing/ systematic assessment of the student’s achievement while the course or instructional program is in process.
  • 10.  Formative Assessment User Views & Local Knowledge Progessional, judgment & experience, good ideas Formal Evaluation Evidence
  • 11.  Purpose of Formative Assessment To promote further improvement of student learning during the learning process. To involve students in the ongoing assessment of their own achievement.
  • 12. Purpose of Formative Assessment Day to Day Observation Oral Test/Verbal Activity Project Self StudyAssignmentExperimentTest
  • 13.  Characteristics of Formative Assessment 1)Provides the students with on his progress or gain. 2)Must be continuous starts with comment of program until the time be complete it. 3)Informs students about extent of learning needs to reach the education adjective. 4)Enables learning activities to be adjusted in accordance with progress made or lack of it. 5)Useful in guiding the students and prompting him to ask for help. 6)It is carried out frequently whenever the student/teacher feels it as necessary. 7)Provides teacher with qualitative and quantitative data for modification of his teaching.
  • 14.  Uses of Formative Assessment Formative assessment provides feedback to students throughout their time working on certain material.  They can help teachers to notice if instructions or techniques need to be modified throughout a lesson. This type of assessment gives students constructive guidance to help them improve their work, and/or methods for learning. It encourages students to self-assess their own work, which is a helpful skill that can be used throughout their time as a student, and when they enter their career field.
  • 16.  Advantages Formative assessments are not graded, which takes the anxiety away from students. It also detaches the thinking that they must get everything right. Instead, they serve as a practice for students to get assistance along the way before the final tests. Teachers usually check for understanding in the event that students are struggling during the lesson. Teachers address these issues early on instead of waiting until the end of the unit to assess. Teachers have to do less re-teaching at the end because many of the problems with mastery are addressed before final tests.
  • 17.  Disadvantages Some teachers complain about sacrificing time to assess during the lesson and fear that they may not even finish the lesson.  Teachers then feel the need to rush through a series of units, which causes students to lack mastery once the assessment is given at the end of the unit.  Teachers may lack training or professional development on how to use formative assessments successfully because, historically, assessments are completed at the end.  Formative assessment may lack the same weight — low to no point value — as a summative assessment, and students may not take the assessments seriously, which may cause teachers to misread feedback from students.
  • 19. 2. Summative Assessment Definition: Term Summative refers to assigning a grade for student’s achievement at the end of a term, course or instructional program.
  • 20.  Aims of Summative Assessment To assess the learners achievement at the end of a teaching-learning process, for instance, at the end of the unit. Measures the learners attainment of specific objectives at the end of a given period of time Put lights on the ultimate effectiveness of the overall process or training that is carried out. To benefit comparison. To measure the effectiveness of curriculum, teaching methods and programs.
  • 21.  Purpose of Summative Assessment To measure student achievement at a point in time for reporting and accountability. To sort students in rank order. To maximize student learning through standardized tests, etc.
  • 22.  Characteristics of Summative Assessment 1) Certifying evaluation is designed to develop competent personnel from practicing. 2) To place students in order of merit. 3) Justifies the discussion as to whether they should move up to next class or be awarded a degree or diploma. 4) Carried out less frequently at the end of a can it or period of instruction.
  • 23.  Uses of Summative Assessment They are useful for teachers in how they determine where their students are at, in terms of whether or not standards are being met. Summative assessments also help with curriculum and school improvement. This type of assessment is most useful in determining the effectiveness of teaching techniques and strategies after a specific lesson, such as unit, or chapter, tests.
  • 24.  Advantages Allow for the evaluator to see the entire picture of the event being evaluated to ensure that the program’s over all goals and objectives were met. Individuals groups maybe compared to help instructors gain a better understanding of which teaching method work best for various groups. Provides essential data for this process. Provides a means to find out whether your project has reached its goals/objectives outcomes. Allows you to quantify the changes in resource use attributable to your project so that you can track how you are the impact of your project.
  • 25.  Cont… Allow you to compare the impact of the different projects and make result-based decisions on future spending allocations (taking into account an intended a consequences). Allow you to develop a better understanding of the process of change, and finding out what works, what doesn’t and why. This allows you to gather the knowledge to learn and improve future project designs and implementation. End of a specific learning period. Questionnaires are the least expensive procedures for the external evaluations and can be used to collect large samples of graduate information.
  • 26.  Disadvantages Questions are asked in ways that students do not understand or have a difficulties answering. Neither of these get at whether this student really know the material that was taught. The model and methodology used to gather the data should be a specified step by step procedure. It should be carefully designed and executive to ensure the data is accurate and valid.
  • 33.  Internal Assessment Definition:  Credit obtained by the student for a term work a subject in his or her school. It is a continuous periodic and internal.  The education commission recommends: “Internal Assessment should be built into the total education program and should be used for the improvement rather than for certifying level of achievement.”
  • 34.  Need for Internal Assessment To give credit in final Assessment. To reduce tension associated with final examination. To provide link for feedback in teaching. To evaluate sphere of activity this can not be along through public exam. To provide opportunity to the teacher to evaluate his/her students. To induce students for continue learning.
  • 35.  Basic Principles of Internal Assessment a) Should be continuous and made by subject teacher. It does not replace exams. b) It uses suitable evaluation tools and techniques. c) Fix proportion of marks according to hours of instructions and importance of subject to nursing. d) Used as a feedback to improve teaching. e) Students should know their internal assessment marks before their final exams. f) Give opportunity to students to improve their internal assessment grade by additional tests, assignments etc. g) Results must be studied statistically. h) Improve a no. of components and weight, ages.
  • 36.  Procedure for Internal Assessment 1)Internal Assessment should be comprehensive, evaluating all the aspects of student’s growth. E.g: academic achievement, personality traits etc. 2)Internal Assessment should be kept separately. 3)Through Internal Assessment teachers can change attitude of students favorable towards day to day program. 4)Internal Assessment should be objective, unbiased and based on all the records of unit test, practical tests, home work, class work, observational scales and inventories, participation in group project etc.
  • 37.  Components of Internal Assessment System Weight age of items of Internal Assessment A ) Subject wise assessment UNIT 25 marks 2 term 25 Performance tests 20 Home work & class work 10 Term 10 Assignment 10 Total 100
  • 38. B). Assessment of co curricular activities Library work 20 Sports 20 Debates, drawing 20 Study 20 Visit 20 Total 100
  • 39. C). Assessment of Personality Traits Traits Very much Not at all Cooperation Initiative Honesty Leadership Followership Perseverance Confidence
  • 40.  Validity of Internal Assessment Through Internal assessment is a powerful tool in the hands of a teacher there is like hood of its misuse. It becomes invalid if the teacher is biased, has prejudice against a particular pupil. The tool of internal assessment is very powerful if assessment is mode objectively and is free from bias.
  • 41.  Advantages 1. No undue weight age is given to annual or external exams. 2. Proper study will be engaged is study throughout the year. 3. Students will be engaged in study throughout the year. 4. They will be more regular, alert, science in students. 5. Eleventh hour preparation in exams will be reduced to minimum. 6. Internal assessment helps to reduce anxiety and prevent nervous breakdown in students.
  • 42.  Disadvantage 1. A teacher may misuse it. 2. It can cause a great harm in the hands of an inexperienced insincere teacher. 3. It will lose its validity if favourism, personal prejudice and subjectively.  For some people, exams make them stress. This is because there is too much pressure of their parents and teacher. What will happen if a person is sick or a dear one of his/her die? The answer is that the person will be penalized.  During the exam, a person may also have problem with questions:- Bad choice of questions. Irrelevant answers. For most failure, who has got bad result, it will affect their future. For some, it can change their character or lead to suicide. But most lose confidence in themselves.
  • 43.  External Examination: Definition: An examination prepared by someone outside the faculty of the school where the examination is given. External Assessment is organized and conducted through standardized test, observation, and other techniques by an external agency, other than the school/colleges.
  • 44.  Examination Scheme:  Minimum pass marks shall be 50% in each of the theory and practical papers separately.  A candidate must have minimum of 80% attendance in theory and practical in each subject for appearing for examination.  A candidate must have 100% attendance in each of the practical areas before award of degree.  A candidate has to pass in theory and practical exam separately in each of the paper.  If a candidate fails in either theory or practical paper he/she has to re- appear for both the papers.  All practical examinations must be held in the respective clinical areas.  One internal and one external examiners should jointly conduct practical examination for each students.
  • 45.  Advantages: With exams, a person will be able to know his performance and knowledge. For most people, exams may encourage them to work and learn. Sometimes with exams, it can create competition, which push the competitioners to do their best. Hence, it helps in developing one’s own personality and confidence. If a person pass the exams and got a good result, it helps to get a scholarship which will bring to have a good job.(a good future).
  • 46.  Disadvantages: For some people, exams make them stress. This is because there too much pressure of their parents and teachers. What will happen if a person is sick or a dear one of his/her die? The answer is that the person will be penalized. During the exam, a person may also have problems with questions:- Bad choice of questions. Irrelevant answers. For most failure, who has got bad result, it will affect their future. For some, it can change their character or lead to suicide. But most lose confidence in themselves.
  • 48. Bibliography 1. Elakkuvana Bhaskara Raj.D, “Text Book of Nursing Education” EMMESS Medical Publishers, Second Edition,2015, Page No: 241-247 2. R Sudha, “Principles and Concepts of Nursing Education” Jaypee Brothers Medical Publishers(p)LTD, First Edition,2013, Page No: 155-160 3. www.slideshare.com 4. http://en.wikipedia.org/wiki/Formative assessment 5. http://en.wikipedia.org/wiki/Summative assessment