Evaluation of Education

EVALUATION OF
EDUCATIONAL
PROGRAMS IN
NURSING
PRESENTED BY:
Mr. Jagbeer
M.Sc. Nursing 1st year
Introduction
• Evaluation is a systematic process by which the
worth or value of something, in nursing
education teaching and learning is judged.
• Evaluation in education is the process of judging
the effectiveness of education experience through
careful appraisal. It involves a continuous process
of collecting, recording, assembling and
interpreting information.
• Education evaluation is made in relation to the
objective that have been determined by teachers
and students
Definition of Evaluation
• Evaluation is a value judgment on an
observation “performance test” or indeed any
’data’ whether directly measured or inferred.
(International Dictionary of
Education,1977)
• Evaluation is the process of determining to

what extent the educational objectives are being
realized. (Ralph Tyler,1950)
Purposes
• To determine the level of knowledge and under-
standing of the student in her/his classes at various
times during the year or semester.
• To determine the level of the student’s clinical
performances at various stages.
• To become aware of the specific difficulties of individual
student of an entire class as a basis for further teaching.
• To diagnosis each student’s strengths and weaknesses
and to suggest remedial measures which may be needed.
• To encourage student’s learning by measuring their
achievement and inform them of their success.
Cont.…
• To help student to acquire the attitude of and skills in self-
evaluation.
• To help student to become increasingly self-directing in their

study.
• To provide the additional motivation of examinations that

provides opportunity to practice critical thinking, the
application of principle, the making of judgment, etc.
• To estimate the effectiveness of teaching and learning

techniques of subject content, and of instructional media in
reaching the goals of her course.
• To gather information needed for administrative purposes,

such as selecting students for higher course, placement of
students for advance training, writing recommendations,
meeting graduation requirement, etc.
CHARACTERSTICS
1. Evaluation is a continuous process
2. Evaluation includes academic and non-academic
subjects:
3. Evaluation is a procedure for improving the products
4. Evaluation discovers the needs of an individual and
designing learning experience that will solve these needs
5. Evaluation in terms of purposes
6. Correlation between the education system and the
system of evaluation
7. Evaluation is a complex process
Components of
evaluation
Component of evaluation are as following:
 Specifying learning outcomes.
 Collection of evidence about students growth
 Analysis and interpretations of
growth/performance of students.
 Diagnostic appraisal (Indicating the level of
performance)
 Redefining and readjusting the instructional
objectives on the basis feedback.
Principles of evaluation
 Considering, the interrelationship between objectives,
instruction or learning experiences and evaluation.
 Determining and clarifying what is to be evaluation.
 Selecting evaluation techniques in terms of objectives to
be served.
 Combining a variety of evaluation techniques for
comprehensive evaluation.
 Knowing the strength and limitations of various
evaluation techniques.
 Taking evaluation as a mean to an end, not an end in
itself.
TYPES OF EVALUATION
• Formative Evaluation
1
• Summative Evaluation
2
FORMATIVE EVALUATION
• The term ‘formative’ denotes the ongoing or
systemic assessment of student achievement
while the term, course or program in progress.
• Formative evaluation is used to monitor learning

progress during instruction and to provide
continuous feedback to both student and teacher
concerning learning success and failure. Feedback
to student reinforces learning and feedback to
teacher provides information for modifying
instruction.
Cont.…
 Formative evaluation is done during an instructional
programme.
 It is focus on molecular analysis.
 It is cause seeking.
 It is interested in the broader experiences of the program
users.
 Formative evaluations design is exploratory and flexible.
 It tends to ignore local effects of particular programme.
 It seeks to identify influential variables.
 It requires analysis of instruction material for mapping the
structure of the learning tasks and actual teaching of
course for a certain period.
SUMMATIVE EVALUATION
• The term “summative” refers to assigning a grade
for student’s achievement at end of a term, course
or programme.
• Summative evaluation typically comes at the end

of a course of instruction. It is designed to
determine the extent to which the instructional
objective have been achieved and is used primarily
for assigning course grade or certifying student
mastery of the intended learning outcome.
Cont.…
 There should be some instructional programme
before summative evaluation.
 Summative evaluation should check whether there
has been learning or not.
 It tends to use of well-defined evaluation designs.
 Summative evaluation focuses on analysis.
 It provides descriptive analysis.
 It is concerned with broad range of issues.
 Its instrument is valid and reliable.
 It tends to stress local effects.
DIFFERENCE BETWEEN FORMATIVE
AND SUMMATIVE EVALUATIONS
Characteristics Formative Summative
Purpose To monitor To check final
progress of student status of students.
by getting
feedback.
Content focus Detailed Narrow General Broad
Scope Scope
Methods Daily assignment, Tests, projects
observation
Frequency Daily Weekly, quarterly,

Classification of
Evaluation Techniques
• Quantitative
1 Techniques
• Qualitative
2 Techniques
Quantitative Techniques
• These are mainly used in educational evaluation.
These are highly valid and reliable. They possess all
three characteristics of a criterion test which
includes appropriateness, effectiveness and practical
ability.
• The quantitative test can be classified into three
types:
1. Oral technique: Oral techniques of evaluation are
used as lower level in organizing and teaching
activities. The oral questions, debate and drama
are used for this purpose.
Cont.….
2. Written techniques: these include the written
questions that are asked and student has to
write their answers. The written test are most
effective than oral test. The written test is
usually essay type and objective type test.
3. Practical technique: in practical technique type

of evaluation some work is assigned to the
student to accomplish it such techniques are
used to assess the skills. This technique is used in
science, medical, nursing and engineering etc.
Qualitative techniques
• These techniques are used in schools and colleges for
internal assessment. These techniques are subjective and
less reliable, but they are used for assessing the affective
objectives. These techniques are classified into five
categories:
1. Cumulative record: these records are prepared in
schools and colleges foe each student. The cumulative
records of the students include educational progress
results of tests, attendance, and participation in games,
extra-curricular activities and physical health. The
cumulative record of the students provides the
awareness about their progress and weakness to
teachers and parents.
Cont.….
2. Anecdotal records: this type of records
maintains the description of significant event
and performance of student. The interest and
learning of the students can be assessed with
help of such records.
3. Observation technique: it is used in all the

stages of education but most useful in
evaluating the small children at primary
level.it is used for evaluating cognitive,
affective and psychomotor objectives.
Cont.….
4. Check list: this is used for evaluating interest,
attitude, and values of students. It includes certain
statement of yes or no type; the student has to
check either of two.
5. Rating scale: the rating scale is used for assessing

the attitude of students towards teaching and
subjects. It is used for higher classes because it
requires the power of judgment of students. The
statement of scales are concern with the specific
objectives and learning
Steps of Evaluation
1. The criteria of Educational Objectives (Acceptable
level of performance)
2. Development and use of Measuring Instruments
3. Interpretation of Measuring Data
4. Formulation of Judgments and taking of

appropriate action
CONCLUSION
• Evaluation is a value judgment on an
observation “performance test” or indeed
any ’data’ whether directly measured or
inferred. Through this lesson plan students
will be able to learn about the types of
evaluation, its characteristics, and
principles of evaluation.

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EVALUATION OF

• Evaluation is the process of determining to

• To help student to become increasingly self-directing in their

• To provide the additional motivation of examinations that

• To estimate the effectiveness of teaching and learning

• To gather information needed for administrative purposes,

• Formative evaluation is used to monitor learning

• Summative evaluation typically comes at the end

Purpose To monitor To check final

progress of student status of students.

Content focus Detailed Narrow General Broad

Methods Daily assignment, Tests, projects

Frequency Daily Weekly, quarterly,

3. Practical technique: in practical technique type

3. Observation technique: it is used in all the

5. Rating scale: the rating scale is used for assessing

2. Development and use of Measuring Instruments

3. Interpretation of Measuring Data

4. Formulation of Judgments and taking of

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