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EVALUATION OF LEARNING AND
TEACHING
Marlon R. Calma, R.N.
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Learning Objectives:
At the end of the discussion the
listener will be able to:
Define and give the purposes of
evaluation in academic and in clinical
setting.
Enumerate the steps in evaluation and
explain how it varies in teaching and inlearning.
Discuss points on how to effectively
evaluate the students and the teacher.
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Topics of discussion:
Evaluation defined
Purposes of Evaluation
Steps in evaluationCriteria for selection of Evaluative
Devices
Evaluating Students PerformanceEvaluating the Teacher
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Introduction:
Have you ever helped a child with a school
assignment?
Been asked by a co-worker for advice on a
project?
Offered suggestions in your institution.
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Evaluation:
In education, it is the process of judging the effectiveness of
educational experiences through careful appraisal.
It involves measurement but is different from it.
Measurement is appraisal in terms of fixed standard, whereasevaluation implies the use of relative and flexible standards.
Involves a continuous process of collecting, recording,
assembling and interpreting information.
Made in relation to the objectives that has been previouslydetermined by the faculty, individual teachers and students.
It is a process by which those concerned with goals, processes
and programs collect data, make judgments and revise as
necessary.
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The Centrality of Evaluation
In Teaching and Learning
For the teacher is continually concerned about the
effect on her students of what they and she isdoing. And the teacher continually seeks to find
ways in which both she and the individual student
can determine the extent to which then student is
really mastering the ability to use the ideas andskills developed not only in a particular course but
in the curriculum as well.
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The Centrality of Evaluation
In Nursing
the very essence of nursing requires the nurse toevaluate constantly the patients nursing needs as
well as her own activities in meeting these needs,guiding the patients in his own evaluation of his
own health needs, determining how well he ismeeting them and planning with him to maintainan optimal level of health.
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The Complexity of Evaluation
In Teaching and Learning
Evaluation is a much broader concept than markingand giving grades at the end of a course. Thus,evaluation includes both measurement andappraisal
1. Measurement is qualitative.2. Appraisal is concerned with the values derivedfrom the exercise of judgment, insight,understandings and the subjective elements of
value judgment.
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The Complexity of Evaluation
In Nursing
Evaluation in nursing require more than theevaluation of the cognitive outcomes of knowledgeand understanding; it requires evaluation of thestudents personal traits, because nursing is a
personal service, one in which interpersonalrelationships are important; and personality playsan important role in establishing effectiverelationship with patients.
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I. Purposes of Evaluation:
1. To determine the level of knowledge and understandingof the student in her classes at various times during thesemester.
2. To determine the level of the students clinicalperformance at various stages.
3. To become aware of the specific difficulties of individualstudents, or of an entire class, as a basis for further
teaching.4. To diagnose each students strengths and weaknessesand to suggest remedial measures which may be neededto help the student bring their full potential in learning.
5. To encourage students learning by measuring their
achievement and informing them of their success.
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I. Purposes of Evaluation:
6. To help students to acquire the attitude of, and skills in,self evaluation.
7. To help the students to be become increasingly selfdirecting in their study.
8. To provide the additional motivation of examinations thatprovides opportunity to practice critical thinking, theapplication of principles, the making of judgments, etc.
9. To estimate the effectiveness of teaching and learning
techniques, of subject content and of instructional mediain reaching the goals of her course.
10.To gather information needed for administrative purposes,such as selecting students for honors courses, placementof students for advanced standing, writingrecommendations, meeting graduation requirements, etc.
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II. Steps in Evaluation:
If we consider teaching, like any intelligent activity,
as having three aspects:
1. What do we seek to achieve (objectives)?2. How do we propose to achieve these objectives
(procedures)?3. What have we achieved (outcomes)?
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II. Steps in Evaluation:
1. Stating objectives.2. Defining changes in behavior expected as
educational outcomes.
3. Listing and briefly describing situations that giveopportunity for the expression of the behaviordesired.
4. Developing appropriate and systematic means of
eliciting kinds of behavior implied in objectives tobe evaluated.
5. Deciding on ways of recording and summarizing(scoring, rating or describing) behavior and thebasis of evidence collected.
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II. Steps in Evaluation:
6. Checking validity, reliability and difficulty of the
measures used.7. Establishing conditions that permit the student togive her best performance.
8. Assigning scores on the basis of the above
steps.9. Developing methods of interpretation.
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III. Criteria for Selection of
Evaluative Devices
The major criteria used in selecting and/ordeveloping tests relate to:
1. Sampling of the objectives2. Sampling of the content
3. Validity4. Reliability5. Practicality6. Usefulness
C l d E l ti
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Commonly used Evaluative
Devices:
1. Essay Examinations- highly regarded by
college instructors because it is believe to be
capable of measuring the higher mental
processes involved in selecting and organizingideas, formulating and supportive hypotheses,
logically developing an argument and writing
creatively.
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Improving the quality of essay questions:
Should be structured and limited inscope.
Questions which ask the students to tellwhy, criticize, explain, compare,
etc.
The use of open book examination helpsto evaluate the ability of the student to
find, assess and use information rather
than to simply recall or restate it.
Commonly used Evaluative
Devices:
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Improving the reliability of essay tests: Read the same questions and answer in all
papers rather than one complete paper at a
time. Code papers, instead of using names while
reading papers.
After reading each answer, sort the papers in to
several piles. Make the judgment that this paperiis the best, better, average, poor or failing.
It is better not to give students an option onquestions (such as answering 4 questions out of
8).
Commonly used Evaluative
Devices:
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2. Objective Examinations- use to seek more
objective measurements of learning and
teaching results. Consist of a large number of
questions and statements. The mostcommonly used objective tests are:
Commonly used Evaluative
Devices:
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Examples:
True or False
Multiple ChoiceCompletion (sentence)
Single answer or multiple
recall(enumeration)Matching
Identification
Commonly used Evaluative
Devices:
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Advantages:
More reliable than essay or other types.
Effective means of teaching and testingbecause they save time and yield more
reliable, valid, fair and impartial results.
Eliminate most of the objectionablefeatures of the essay type.
Can be scored in less time.
Commonly used Evaluative
Devices:
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Disadvantages:
It provides little or no opportunity for themeasurement of the students ability to
organize and to express her thoughts orto handle situations.
More time is required to prepare goodobjective than essay questions.
In construction of objective-test items,there is always a tendency to make them
more or less factual.
Commonly used Evaluative
Devices:
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Preparation of Objective Examinations:
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3. Objective problem Situation Test-test critical
thinking and ability to apply scientific
principles. The one that describes a situation,
not previously presented to the students, withsufficient detail to point up the problem
involved. Following a description of the
situation, possible solutions or conclusionsand a series of plausible reasons supporting
these solutions are given.
Commonly used Evaluative
Devices:
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Advantages: They can be used to represent those patterns of
behavior that constitute nursing competence,
and they can specify accurately acceptable levelof competence.
Less time consuming.
Useful to determine ability to apply principles to
new or related situations. The type of errors made by the students in the
use of basic principles and concepts can be
analyzed more easily.
Commonly used Evaluative
Devices:
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Disadvantages:
Less time consuming to prepare
Require great skills to prepare valid,reliable problem situations.
Commonly used Evaluative
Devices:
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4. Standardized Test-this are Tests and Scales
that have met the criteria of testing.
Three types:
Intelligence tests- usually attempt to indicate the
capacity, the brightness or the native intelligence of the
individual as compared with the norm for her age.
Prognostic tests-intended to discover the possibilities
of a students success in some specified area.
Achievement tests- designed to indicate the
accomplishment of the student in particular subjects or
areas of the curriculum.
Commonly used Evaluative
Devices:
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5. Rating scales-methods of recording
interpretations of behavior.
6. Modified rating scales and observational
techniques for evaluating nursing
performance.
Commonly used Evaluative
Devices:
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IV. Evaluating Students Performance
Themes, reports, notebooks and similar
material are used widely as evaluation
devices. They are important both as an
educational tool and as evaluation device.
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V. Evaluating the Teacher
The teacher who wishes to learn more about
her over-all effectiveness as a teacher has
access to several sources of information:
Tape and video recordings
Observation by a colleague
Student opinion
Teacher self evaluation
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1. Tape and Video Recordings- may be made of
one or more class sessions and used as a
means of evaluating the behavior of both
teachers and students. This tape may reveal:
The extent of student participation
The quality of student comments and
questionsStudent behavior
Teacher contribution to class period
V. Evaluating the Teacher
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2. Observation by a Colleague- having one
colleague sits in on several classes and later
gives frank appraisal of strengths and
weaknesses.
V. Evaluating the Teacher
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3. Student Opinion- Guthrie, whose work
reflected the most extensive research in
faculty ratings by students, argues that
student evaluations, when carefully andproperly handled, provided the best criterion
of quality instructions.
V. Evaluating the Teacher
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4. Teacher Self Evaluation- introspective
analyses of ones teaching practices are useful
whether or not the evaluative activities are
undertaken.
V. Evaluating the Teacher
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Evaluating a Supervisor:
EVALUATING STAFF NURSE
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EVALUATING STAFF NURSEPERFORMANCE
Advantages of Performance Evaluation
1. Provides the opportunity to define the job so that both the supervisor and the
employee have the same understanding of what is to be done. This includes
establishing the expectations of how it is to be done, as well as developing the
standards which will be used in the formal evaluation process to apply the
pertinent ratings.
2. Provides the opportunity to review the period of evaluation and to discuss
both negative and positive aspects of employee performance and to
acknowledge meritorious performance.
3. Provides the opportunity to redefine the requirements for the next evaluation
period, as necessary.
4. Permits the supervisor and the employee to discuss upward mobility and/or
identify training needs.
EVALUATING STAFF NURSE
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Method of Evaluation
1. Employee performance is rated for each performance
factor on the approved form on the basis of performance
expectations determined by the supervisor.
2. Upon appointment, the employees supervisor will provide
the employee with a copy of the job description describing
the qualifications, essential functions, duties and
responsibilities of the position.
3. Performance expectations for each of the performancefactors should be provided to the employee to allow the
employee to meet the work expectations after appointment
or assignment to a newly created or significantly modified
position.
EVALUATING STAFF NURSEPERFORMANCE
EVALUATING STAFF NURSE
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Who Will Do the Evaluating?
The immediate supervisor rates the performance of his/her
subordinates. Input from peers and subordinates may be used
and evaluation methods may vary, but it should be
understood that the supervisors rating is the rating which willbe used.
On some factors, when it is not possible to actually evaluate
the performance, supervisors are encouraged to state that
they have not had the opportunity to observe this factorrather than rate without information.
EVALUATING STAFF NURSEPERFORMANCE
EVALUATING STAFF NURSE
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Frequency of Formal Evaluations
Informal performance evaluations occur on an almost daily basis for most
employees. Every time a supervisor communicates with an employee
regarding his/her work, an informal evaluation has occurred. Its important
for supervisors to document informal evaluations to assist them in
producing the formal evaluation.
Formal evaluations refer to those times when a written performance
evaluation is produced and reviewed with the employee. Formal reviewsshould occur at least annually.
EVALUATING STAFF NURSEPERFORMANCE
EVALUATING STAFF NURSE
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Developing Evaluation Standards
Rating values (Unsatisfactory through Outstanding) are
defined at the bottom of the evaluation form. The following
performance factors are listed:
1. Quality of Work
2. Quantity of Work
3. Job Knowledge4. Working Relationships
5. Supervisory Skills
EVALUATING STAFF NURSEPERFORMANCE
EVALUATING STAFF NURSE
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A. Halo/Horns Effect
The Halo effect is the tendency to generalize from one specific positive
employee trait to other aspects of the individuals performance.
The Horns effect, on the other hand, occurs when a particular negative
trait or behavior blinds the supervisor to strengths of the individual being
evaluated.
EVALUATING STAFF NURSEPERFORMANCE
EVALUATING STAFF NURSE
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B. Similar to Me and Contrast Errors
Similar to Me errors are most likely to occur in a situation where obvious
similarities exist between supervisor and the employee. If you find your
rating in terms of any kind of stereotype such as college educated people
are brighter than those without degrees or people who enjoy theoutdoors are better adjusted then you are probably making this kind of
error.
Contrast errors take several different forms. In this type of situation, the
supervisor rates employees who differ from himself/herself lower than
they should be rated simply because they are different in terms of
attitude, sex, ethnic background, education, etc.
EVALUATING STAFF NURSEPERFORMANCE
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Evaluating patients learning:
Evaluation of teaching-learning is a twofold
process:Determining what the learner has
learned.
Assessing the nurses teachingeffectiveness.
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Benefits of Client Teaching:
Improved quality of care.
Shorter length of hospital stays.
Decreased chance of hospitalreadmission.
Greater compliance with prescribedtreatment regimens.
Evaluating patients learning:
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The following strategies can be used to
evaluate client learning:
Oral questioning.
Observation.
Return demonstration.
Written follow-up (e.g.questionnaires).
Evaluating patients learning:
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Several activities can be used in evaluating
teaching effectiveness:
Feedback from the learner.
Feedback from colleagues.
Situational feedback.
Self-evaluation.
Evaluating patients learning:
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Thank You!!!