evaluation strategies conference final

GOOD MORNING….

EVALUATION STRATEGIES –

OVER VIEW

KEY NOTE ADDRESSDr. Mrs. Mary Sulakshini Immanuel

CONTENTS

•Objectives• Five key words•Definition•Place of Evaluation in

educational cycle•Historical overview

•Purpose of Evaluation•Role of Evaluation in

educational cycle• Student Evaluation – What

for•Characteristics of evaluation•Process of Evaluation

• Common defects of examinations• Selecting evaluation

instruments• Test Blue Print Design• Evaluation Tools – Methods• Trends concerning the

Evaluation of clinical skills

• Characteristics of constructive feedback• Facilitating behavior of an

Instructor• Interference behavior• Problems of Evaluation• Helping students of learn from

the Test

• Helping yourself learn from the test• Returning test papers• Dealing with an agrieved student•What do you do with student

who missed the test• Notice to all teachers

OBJECTIVES

• Update knowledge regarding various evaluation strategies• Understand different tools and

techniques used in evaluation• Identify different evaluation

strategies and their application in different settings • Discuss basic item analysis and

sociometry

FIVE KEY QUESTIONS•What •Why •How •When •Who

DEFINITIONS

E – ValueIt is a systematic process of

determining the extent to which instructional objectives and qualitative descriptions of learners and value judgment concerning the desirability of that behavior

Evaluation is a process of determining the extent to which instructional objectives are achieved by learner.

PLACE OF EVALUATION

IN EDUCATIONAL

CYCLE

DEFINITION OF OBJECTIVES

PROGRAM IMPLEMENTATION

EVALUATION

HISTORICAL OVER VIEW

Examinations and statistics were done 400 BC

1873 :- Nurse Report Cards.Concern over Evaluation.

1921:- Efficiency reports.Students detained on ‘ Whims’ .Long and tortured History of

clinical evaluation.1930:- Check lists – Personality

Assessment.

1940:- World War II – disuse of checklist

1959:- Self Evaluation1963:- Critical Incident Report1970:- Behavior Checklist1980:- Competency based 1992:- Formative Summative

Evaluation

WHY! THE PURPOSE

OF EVALUATION

• Diagnosis • Prediction• Grading• Selection• Guidance• Exploration• Evaluation of teaching• Motivation

ROLE OF EVALUATION IN TEACHING

1.Contributes directly to teaching2.Pre assess the Learners needs3.Provide Relevant teaching4.Evaluate the Intended outcome5.Progress of the student6.To improve future learning

experience

STUDENT EVALUATION

- WHAT FOR

1. Incentive to learn, motivation2. Feedback to students3. Modification of learning activities4. Selection of students5. Success or failure6. Feedback to teacher7. School – Public relations8. Protection of society

CHARACTERISTICS OF

EVALUATION

1.Appropriateness2.Effectiveness

3.Practicability4.Ease administering

5.Ease of Scoring6.Ease of Interpretation

7. Continuity 8. Objectivity

9. Relevance

10. Test usefulness11. Precise and clear

12.Adequacy and balanced13. Utility

14. Comparability15. Validity

16. Reliability

17. Equilibrium18. Equity

19. Specificity

20. Time21. Length

PROCESS OF

EVALUATION

• Identify the purpose of Evaluation• Identify the time frame

• Determining when to Evaluate

• Select the Evaluators• Choose an Evaluation design/

model

• Select the Evaluation instruments• Collect data

• Interpret data

• Report the findings• Consider the cost of evaluation

COMMON DEFECTS OF

EXAMINATIONS

• Triviality• Outright error• Ambiguity• Obsolescence• Bias• Complexity• Unintended clues• Conservatism

SELECTING EVALUATION INSTRUMENTS

•Measurement purpose• Inference level

• Validity + Reliability

• Feasibility • Effect on students

TEST BLUE PRINT - DESIGNING

ConsideroObjectives of the course, major

conceptsoThe duration of TeachingoLevel of learning outcomeoWeightage and points

TEST CONSTRUCTION SPECIFICATION

TABLE

E.g. Fundamentals of Nursing 4, 5 and 6 units

Content Process Marks Weightage

Knowledge Comprehension Aplication Analysis Synthesis Evaluation Total

Unit 4

10 12 10 4 4 10 50

Unit 5

5 6 5 2 2 5 25

Unit 6

5 6 5 2 2 5 25

20 24 20 8 8 20 100

Decide:- How many questions, weightage, to be given, how much time for each questions in one hour paper.

Teacher should take the test and allow three times more time to the students

EVALUATION TOOLS / METHODS OF EVALUATION

Categorized into KnowledgeAttitudeSkills

COGNITIVE/KNOWLEDGE SUBJECTIVE TESTSoEssay TypeoDescriptive or Narrative Type

OBJECTIVE TYPEoMultiple choice questionoSingle choice questionoMatchingoTrue – False oFill in the blanks

COGNITIVE/KNOWLEDGEProblem Solving TypeoAssignmentoAnecdotal RecordsoAchievement testsoTeacher made testsoStandardized testsoSimulation

AFFECTIVE/ATTITUDESoInterviewoAnecdotal recordsoAttitude scalesoRating scalesoCommulative recordoSociometry

AFFECTIVE/ATTITUDESo Projective TechniqueoAptitude TestsoObservational TechniqueoGroup DiscussionoInteraction reportsoLog Book

AFFECTIVE/ATTITUDESoVideo tapingoCare PlansoDebateoPosition paperoCritical incidentoSeminar presentationoCritique presentation

PSYCHO MOTOR/SKILLS

• Performance Appraisal• Critical incident Technique• Cumulative record • OSCE or OSPE Methods• Observational Technique• Self Report• Anecdotal notes

STUDENT EVALUATION

TRENDS CONCERNING

THE EVALUATION OF

CLINICAL SKILLS

Greater emphasis on relating objectives to evaluation.

More focus on student learning as the function of clinical evaluation.

Increased attention to the clinical evaluation process as a vehicle for instructional improvement

More involvement of the students in clinical evaluation

Provision for observers training to improve reliability among faculty evaluation

Increased use of stimulation techniques

Use of patients records as instrument for clinical evaluation

Renewed efforts towards dealing effectively with the issue of grades and clinical evaluation

Combined clinical evaluation methods for more comprehensive evaluation

CHARACTERISTICS OF

CONSTRUCTIVE FEEDBACK

Feedback should be descriptive rather than evaluative

Specific rather than generalFocus on behavior rather than on

personalityFeedback involves sharing of

information rather than giving advice

Well timed

Amount of information is limited to what recipient can use

Feedback be solicited rather than imposed

Feedback can be verified or checked to determine degree of agreement from others

Avoid collusion

FACILITATING BEHAVIOR

OF AN INSTRUCTOR

Positive feedback

Honest feedback

Constructive criticism

Clearly defined expectations

INTERFERENCE BEHAVIORInsufficient feedback

Only negative feedback

Lack of clearly defined expectations

Late returning papers

PROBLEMS OF

EVALUATION

Leniency errors Vs stringencyHalo ErrorRecency errorSubjectivityErrors of Central TendencyPersonal prejudice MistakesInaccurate appraisal

HELPING STUDENTS

TO LEARN FROM THE

TEST

Make them to study the subjects.

Constructive feedback from the teacher guides and corrects.

Students see their progress helps build self efficacy.

HELPING YOURSELF

LEARN FROM THE

TEST

Helps to diagnose student weakness

Reveal areas of teaching failed to achieve its purposes

Recognize students problems in understanding

Improve the test

RETURNING TEST PAPERSDiscussion the test in worthwhile

use of timeHelp students to assess their own

learningDiscuss common errors and suggest

strategies to avoid such problemsExplain what answers are expected

DEALING WITH AN AGGRIEVED

STUDENT

Be calmListen to the complaints If grade to be changed, do it If not, help the student to find

alternative models of studyAsk them to write the complaint

in a paragraph to be considered

What do you do about the student who missed the

test?Only take the average of the

test she has done..

ITEM ANALYSIS

PURPOSES• This tells us;1. How easy is the item, how many students

answered it right.2. Is the item measuring the same thing as the

rest of the test.3. Does it discriminate between the good and

weak students.4. It gives feedback information to improve the

items for future reuse.5. Helps to eliminate defective items.

NOTICE TO ALL TEACHERS

You are reminded that evaluation of education must begin with a clear and meaningful definition of its objectives

We don’t care how hard the students tried, we don’t care how close she got… Until she can perform she must not be certified as being able to perform.

R.F. Mager

THANK YOU