493ftypes of evaluation .ppt
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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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