The document discusses evaluation in education. It states that evaluation is an essential part of the teaching and learning process that involves assessing the effectiveness of educational experiences. It also discusses the purpose and types of evaluation, including formative and summative evaluation. Some key purposes of evaluation mentioned include providing feedback to improve teaching and learning and assess if educational objectives are being met. Both quantitative and qualitative techniques can be used for evaluation, including checklists, rating scales, and observational methods.

2.  Evaluation is such an essential part of
teaching learning process. Evaluation in
education is the process of judging the
effectiveness of educational experiences
through careful appraisal or involves
measurement
 Clinical evaluation is a process of
assessment of standards of clinical
performance of students

3.  Evaluation is the process of determine to
what extend the educational objectives are
being realized
 Evaluation is a relatively new technical term
introduced in designate a more
comprehensive concept of measurement that
is implied in conventional tests
&examinations.

4.  To discover the extend of competence which the student
have developed initiating, organizing & improving his
strength & weakness with a view to future guidance..
 To diagnosis the individual students educational
weakness & strength.
 To assess the individual progress time to time .
 To predict the student ‘s future academic success.
 To provide basis for modification of the curriculum &
course.
 Motivate students towards better attainment &growth.
 At the end of the carrier to certify the student’s degree
proficiency in a particular educational practice.

5.  Helps for curriculum planners & administers to
improve the curriculum pattern.
 Interpretation of results.
 Development of curriculum & for its revision.
 Placement & promotion of job.
 Development of curriculum & for its revision.
 Development of attitudes , interest, capabilities ,
creativity,originality.knowledge &skills.
 Development of tools & techniques.
 Effectiveness of appraisal or methods of instruction.
 Identifies pupils strength & weakness.
 Helps to identify the extend to which the educational
objectives have been met.

6.  It is a continuous process.
 It include academic & non academic subjects.
 It is a process for improving the product.
 It discover the need of an individual student.
 There is correlation between the educational
system & evaluation system.
 It is a complex process.

7.  Evaluation is a continuous process.
 The objectives should be stated in terms of behavior &
content in which the behavior is to operate.
 It determine to what extend the objectives of course are
being met.
 Methods of evaluation should be selected on the basis of
purpose to be served for & type of behavior to be
measured .
 The value of teaching method or the material of
instruction is known until their effect being measured.
 Adequacy of experience should be made in terms of
excellence of performance & quality of experience.
 Record for practice should reflect the objective of practice

8.  1)FORMATIVE EVALAUATION :-
The term formative denotes the ongoing or
systemic assessment of students achievement
while the term ,course or instructional program
is progress.
 2)SUMMATIVE EVALAVATION :-
 The term “ summative” refers to assigning a
grade for student’s achievement at the end of a
term ,course or instructional programs.

9. 1)Quantitative techniques
 Oral techniques
 b) Written techniques
 c) Practical techniques

10. 2) Qualitative techniques:-
 Cumulative record
 Anecdotal record
 Observational technique
 Rating scale
 Checklist


11.  Clinical evaluation is use of evaluationals
methods to assess quality &standards of
clinical performance of students .

12.  To assess quality & standards of clinical
performance of students e.g. is performance
satisfactory or unsatisfactory?
 To reinforce excellent & good performance ,&
help those students whose work is just at
acceptable level.
 To identify performance deficiencies, areas of
unsatisfactory performance to inform student or
help her to identify her shortcomings.
 To establish a basis for guiding &counseling
students

14.  There are four stages that can be identified in
the development of any educational program.
These are:-
 Formulation of objectives.
 Selection of learning activities.
 Organization of educational experience.
 Evaluation

15.  Identification and defining of objectives
 Identification of situation
 Selecting &devicing evaluation

16.  What are the functions of the groups to be
evaluated?
 What qualities (traits, abilities,or skills) that are
observable &measurable, are essential to the
effective performance of the functions of the
groups ?
 What criteria or standards are to be used in
defining level of performance in relation to each of
the qualities to be evaluated.?
 What specific activities or behaviour, appropriate to
the functions of the qualities to be evaluated at
varying level of performance?

17. 1)Observational techniques:-
 Checklists
 Rating scale
 Anecdotal notes
 Critical incidence

18. 2) Written communication methods:-
 Nurses note
 Problem oriented record
 Nursing care studies
 Process recording

19. 3)oral communication methods:-
 Nursing patient care conference
 Team conference

21.  This is the simplest of all devices. It consist
of preparing of items pertinent to an object
or a particular task.A checklist contains terms
which the respondent understands & express
his view than answer to an open ended
question. It is best when used to test an
hypothesis.

22.  A checklist consists of a listing of steps
,activities or behavior which the observer
records when ah incident occurs. A checklist
enables the observer to note only trait or
characteristics is present. It does not permit
the observer to rate the quality of behavior or
its frequency of occurrence or the extent
which a particular characteristic is present
when such information is inappropriate

24.  A two column format is often used in the
checklist.
 An additional column for remarks is useful;
brief notes can be jotted down which can be
used for feedback to the students during
evaluation conference

26.  When an observer uses an exhaustive system
(i.e.when all behaviour of certain type ,such
as verbal interaction are recorded &observed)
the researcher must be specially careful to
define the categories in such a way that the
observer knows when one behaviour ends
&new ones begin.

27.  EXAMPLE:- in an observational system for
analyzing the motor activities of infant, the
researcher might want to use 15 seconds
time interval as the basic recording unit. i.e.
The researcher would be expected to record
infant movement occurring with in a 15
seconds period.Check-list based on
exhaustive category system are demanding of
the observer because the recording task is
continuous.

28.  The second approach , which is sometime referred to
as a sign system ,begins with a listing of categories of
behavior that may or may not be manifested by the
subject. The observer task is to watch for instance of
the behavior that on the list. When behavior occurs ,the
observer either places mark beside the appropriate
behavior to designate its occurrence or make a
cumulative tally of the number of times the behavior
was witnessed. With this type of check-list ,the observer
does not classify all the behavior or characteristic of the
individual being observed but rather identifies the
occurrence & frequency of particular behavior . A
hypothetical example of a check-list using the sign
system for describing patient’s ability to perform
selected activities of daily living.

29.  Use check-lists only when you are interest in
ascertaining whether a particular traits or
characteristic of behavior to be observed.
 Use only carefully prepared check-list for
more complex mind of trait.
 Clearly specify the trait or characteristics of
behaviors to be observed.

30.  Observer only are student at a time & confirm
yours observation to the points specified in a
check-lists.
 Have separate checklists for each student
individual .
 The observer must trained how to observer, what
to observed &how to record the observed
behavior to make a valid judgment he should
quit recording those behavior for he has
insufficient information.

31.  EXAMPLE :-Checklist for evaluating student’s
 performance during surgical dressing.

32. BEHAVIOUR PLACE REMARKS
EXPLAIN PROCEDURE
COLLECT NECESSARY
EQUIPMENT
ARRANGE EQUIPMENT
PREPARES PATIENT
WASH HANDS
MAINTAIN ASPETIC
TECHNIQUE
OBSERVE CONDITION
OF WOUND
CLEAN WOUND
APPLIES DRESSING
REMOVES EQUIPMENT
MAKE PATIENT

33.  BASAVANTHAPPA B.T” NURSING
EDUCATION "FIRST EDITION ,2003,
PUBLISHED BY .JAYPEE BROTHERS, PP- 506-
511
 NEERJA KP “TEXT BOOK OF NURSING
EDUCATION “FIRST EDITION,2003 PUBLISHED
BY. JAYPEE BROTHER. PP-435-436
 SHARMA DINESH KUMAR “COMMUNICATION
AND EAUCATIONAL TECHNOLOGY" FIRST
EDITION 2008 PUBLISHED BY LOTUS
PUBLISHERS PP-291-347