493ftypes of Evaluation .Ppt

8/13/2019 493ftypes of Evaluation .Ppt

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Mr.Arun

II year M.Sc nursing

PCON,Bengaluru.

Mail- id :

arunpiravom19!"ya#oo.in

Mo$ile: 9!%&%!&

EVALUATION

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Evalution is a judgmental process it

reflects the beliefs values and attitude of the

participant or students evaluation.

It can be -----Formative -----Summative

Internal assessment

&

External examination

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The term FO!"TI#E denotes the

ongoing or s$stemic assessment of students

achievement %hile the term courses or theinstructional program is in progress.

Formative Evaluation is done during an

instructional program to monitor learning

modif$ing the program 'if needed( before itscompletion. It is for the current students.

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It is relativel$ focus on molecular anal$sis. It is cause see)ing It is instructed in the broader experiences of the program user.

Its design is explorator$ and flexible. It tends to ignore local effects of particular programs. It see)s to identif$ influential variables.

It re*uires anal$sis of instructional material formapping the hierarchical structure of the learningtas)s and actual teaching of course for a certain period.

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Formative Evaluation is individuali+ed b$

comparison of the students achievementduring various stages of the curriculum or

course

Formative Evaluation puts the student againsthimself and not b$ comparison %ith other

peers or colleagues.

Formative Evaluation is a continuall$ in prospective %a$ to slo% or rapid progress

to%ards the attainment.

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This enable the student to control his o%nlearning behavior at ever$ point of course and

see) appropriate teacher guidance.

The teacher in turn is provided *ualitative and

*ualitative data to%ards modif$ing teaching

suitabilit$ and on time.

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The term summative evaluation refers toassigning a grade for students achievement atthe end of the term course or instructional program.

Summative evaluation describes judgmentsabout the merits of an alread$ completed program procedure or product. Summative Evaluation is done at the

conclusion of instruction and measures theextend to %hich students have attained thedesired outcome. ,.%eersma /.

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It refers to tests given at the end of the major unit orthe period of instructions.

Summative evaluation occurs in fre*uentl$ t$picall$covering relativel$ large bloc)s of instructionalmaterial.

It is done at the end of the course. There should be some instructional program for theattainment of some objectives.

Instructional program duration ma$ var$ fromsemester to %hole $ear.

The *ualit$ of the learning is relation to re-determined

objectives. It provides feedbac) to the class room teacher for

success or failure of the program.

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It leads to the use of %ell defined evaluationdesign.

It focuses and anal$sis. It provides descriptive anal$sis. It tends to stress local effects. It is non-reactive as for as possible. It is concerned %ith broad range of issues. its instruments are reliable and valuable. summative evaluation is useful to%ards

convincing the consumer societ$ or the studentsto%ards the competence achieved. It is used forthe further promotion or next grade.

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. To grade or certif$ students.

0. To judge the effectiveness of the teacher.

1. To compare curricula.

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0 2IFFEE34E

0

FO!"TI#E E. S5!!"TI#E E.

. Evaluation is performed to determine ho%

%ell students have mastered variouselements so that decision can be made onho% instructions should best proceed

. Evaluation is performed simpl$ to grade

the student at the end of one unit before proceeding to the next.

0.E. deals %ith onl$ a segment. 0. E. .deals %ith %hole in a detailed manner..

1.It is possible to brea) a course or subject in

tosmaller unit of learning.

1. ,e can give test for the %hole course.

6.Test can be administered after completion ofthe

unit

6. Test can be given after the completion of thecourse7 program

8.Immediate feed bac). 8. Feed bac) not possible immediatel$.

9.2ignostic and progress test can be possible 9. "chievement examination can be possible.

:.,ea)ness and strength of the student can

be understand.

:. Success and failure of the student %ill be

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I3TE3"; "SSESS!E3T is

continuous periodic and internal in %hich

assessment is done in relation to certain

abilities and s)ills of the students periodicall$

and continuousl$.

I3TE3"; "SSESS!E3T has to be

planned at the time of curriculum developmentand s$llabus interpretation.

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I3TE3"; "SSESS!E3T %ill be

assessed b$ the teacher7 instructor of the

college or school and no external teacher or

instructor involved in this.

I3TE3"; "SSESS!E3T demands

the out come of students than the abilities and

s)ills of the students.

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The main purpose of introducing internal

assessment is to integrate teaching and

evaluation and to test the s)ills and abilities

%hich can not be tested through %ritten

examination

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. <elpful for the student to assess their*ualitative and *uantitative evaluation.

0. Teacher ma$ use different method of teaching =learning process.

1. Internal assessment improves the teaching

learning process it gives a comprehensive picture of the students learning.

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Internal assessment should be -----------

. 4omprehensive 'eg( academic achievement

personalit$ traits achievement objects.'cognitive affective and ps$chomotor(

0. Follo% the education commission'96-99(

recommendation.

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1. >uilt in to the total educational program

and should be used for improvement rather

than certif$ing the level of student.

6. not to follo% scoring procedure'some of

the items needs description.(

8.)eep separate record not to be combined%ith other records.

9. help the student in changing their attitudes

to%ards the da$-to da$ program.

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:. supplement the final examination

?. ver$ objective unbiased on all the items@

- unit test-oral test

- practical test

- home %or)

- class %or) - observational scale

- participation in social and

cultural

- group activities etc.

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Items to be observed. -periodic test (unit test/term test) - oral test - laboratory work

- terms paper(written) - study habits - participation - co-curricular activities - personality tests - visits

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. Subjective assessment 5nit test --------------------08 Term test--------------------08

Aerformed test----------------/ Aerformance test -------=-----/ <ome %or)------------------/ "ssignments-----------------0/ Total -----------------//

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2. Assessment of co-curricular activities. library work 2 !pecial "ames 2 #ebates$ drawin" music 2 !tudy circle 2

%isits 2 &'&A

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1. "ssessment of personalit$ traits.

Traits co operation initiation honestleadership fello%ship perseverance

confidence etc.

3oteB grade %ill be " > 4 2 E.

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. This is logical and ps$chological

0. Aroper stud$ habits are li)el$ to be

developed.

1. Students %ill be more regular alert sincerein their stud$.

6. th hour preparation %ill be reduced.

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8. Students %ill pa$ e*ual attention to all the

activities

9. <elps the students to minimi+e their anxiet$ and nervous brea)do%n. :. Cives comprehensive picture to the teacher.

?. It is a good device for motivating. . It helps to diagnose the %ea)ness and

strength of the student.

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/. It brings changes in their attitude interest

and appreciation.

. Cives ample opportunit$ to assess the

student.DThe teacher %ho teaches should

assess.D

0. Aarents feel more comfortable in )no%ing

about their children.

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. It ma$ be misused b$ teacher

0. It can cause a great harm in the hands of an

Inexperienced insincere inefficient and

dishonest teacher.1. It lose it validit$ if a teacher sho%s favoritism

personal prejudices and subjectivit$ in

assessment.

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I3TO254TIO3 4onducting universit$ examination or

boards of examination for a%arding certificates ordegrees related to nursing.

In our countr$ usuall$ state boards anduniversities are conducting examinations fora%arding diplomas and degrees.

4ontroller or registrar is over all in charge onbehalf of the universit$ matters relating to

conduct examinations announcement of resultsand conferment of degrees and maintainconfidence.

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Invite applications from eligible candidates. Fix a date of commencement of examinations 1

months in advance. Issue notification to all the colleges7students. Select centers for conducting examinations. 4hec) %ith the calendar of events one month prior to

examinations'theor$7practical7viva-voice( Select list of examiners for setting the

*uestions'respective subjects and courses etc(. Send communication to respective teachers along %ith

guideline pattern of theor$ *uestion papers blan)%hite sheets to set the *uestions.

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egistrar 'controller of exams( 2eput$ egistrar'deput$ controller of exams(

#erifiers 2ispatching officer 4hief supt. Of examination. oom superintendent.

Invigilators Croup 2 staff

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One examiner shall be issued onl$ one bundleof ans%er script containing 0/ papers of 1hours duration.

<e7she shall not be allo%ed to leave the place

%ith out completing the scripts given. Aermitted to value more than 9/ ans%er

scripts per da$. 3ot permitted to value more than 0// ans%er

scripts in a session.

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Separate mar) list shall be prepared for eachbundle.

4ode number shall be entered seriall$ in theascending order along %ith theircorresponding mar)s in the list.

"bsentee number should sho%n b$ the %ord

absentD against the code number in red in). !ar)s list shall be prepared in in). "ll the enclosures@ !ar) list an$ letter for communication

emuneration bill all to be send to controller. #alued paper shall arrange in serial order and

sent to chief superintendents.

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4ITEI" TO A"SS. In the universit$ examination a candidate

should pass both in theor$ and practical. Theor$ consists of-------

a. %ritten paper and b. internal assessment'theor$(

4andidate shall secure less than 8/Gmar)s in aggregate i. e. both in %ritten theor$and internal theor$.

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For a pass in practical7 clinical examination

candidate shall secure less than 8/G mar)s in

aggregate. i. e. mar)s obtained in universit$ practical7clinical exam and internal assessment

practical added together. " candidate not securing 8/G in aggregate in

theor$ or practical7 clinical examination in a subject shall be declared to failed in that subject. In this the candidate is re*uired to appear for both

theor$ and practical7 clinical again.

For a pass in English paper a candidate shallsecure not less than 6/G in theor$ and 6/G in

internal assessment.

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2E4;""TIO3 OF 4;"SS

" candidate passing universit$ examination in

more than one attempt shall be placed in pass

class irrespective of the percentage of mar)s

secured b$ the student in the exam.

A&&*M+& MA,!'&AI*# 0A!!

1s aemp /%2 or more 3isincion

1s aemp !%-/)2 4irs class

1s aemp %&-!)2 Second class

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" candidate failing in more than one subject illnot be allo%ed to the next $ear.

3ot admitted to the subse*uent higherexamination unless the candidate has passed

in all the papers of the previous exam. If the candidate fails in theor$ or in practical

he or she has to reappear for both theor$ and practical.

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!"HI!5! 35!>E OF "TTE!AT Three attempt including first attempt

The maximum period to complete the course is? $ears.

","2 OF 2ECEE

//G attendance in each of the examination

both in clinical area and classroom

attendance.

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One internal and one external examinershould jointl$ conduct practical7clinicalexamination.

E;ICI>I;IT OF T<E EH"!I3ES.

!.Sc'3( in the concerned subject and minimum of1 $ears teaching experience in college of nursingand should be a full time facult$.

For nursing foundation a teacher should have!.Sc'3( in concerned subject %ith minimum of 1$ears experience in college of nursing and shouldbe a fulltime facult$.

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!"HI!5! AEFO!"34E E#";5"TIO3 In this t$pe determining a persons

abilities and ho% %ell an individual performs%hen motivated to obtain as high a score as

possible. "ptitude and achievement tests areuseful in measuring maximum performance .

TAI4"; AEFO!"34E E#";5"TIO3

In this evaluation it determines %hat

individual %ill do under natural conditions. i.etheir t$pical behaviour.

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esults in this area %ill indicate %hat

individual %ill do rather than %hat the$ can do. The importance of this distinction bet%een

abilit$ and t$pical behaviour is easil$ illustrated. Eg. " student %ith considerable aptitude for

communit$ health nursing ma$ ho% ever sho%

little interest in other subjects.

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This describes students performanceaccording to a specified domain of clearl$ definedlearning tas)s. Eg. Formulate the nursingdiagnosis of patient %ith t$phoid fever.

Thus criterion referenced evaluation

directl$ describe the specific performance that%as demonstrated. So criterion referencedevaluation interprets to describes %hat anindividual can do %ithout reference to other performance.

Evaluation instruments includes teacher

made test published test and observationaltechni*ues.

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It describes pupil performanceaccording to relative position in some groups.It is a test designed to provide a measure of performance that is interpretable in terms of

an individuals relative standings in some)no%n groups. E.g.. an) strength in a classroom group of thirt$.

Evaluation instruments includes

standardi+ed aptitude test achievement test teacher made test etc.

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493ftypes of Evaluation .Ppt

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