Chapter 1 ppt eval & testing 4e formatted 01.10 mo edits query comment removed
- 1. © 2013 Springer Publishing Company, LLC. Evaluation and Testing in NURSING EDUCATION FOURTH EDITION .Marilyn H Oermann .Kathleen B Gaberson
- 2. © 2013 Springer Publishing Company, LLC. Chapter 1 Assessment and the Educational Process &Oermann Gaberson Evaluation and Testing in Nursing Education 4th edition
- 3. © 2013 Springer Publishing Company, LLC. Assessment ♦ Collection of information for making decisions about learners, programs, and educational policies ♦ Generates feedback for students 3
- 4. © 2013 Springer Publishing Company, LLC. Principles of Assessment ♦ Identify learning targets (objectives, outcomes, or competencies) to be assessed ♦ Match assessment technique to learning target ♦ Meet students’ needs ♦ Use multiple assessment techniques ♦ Consider limitations of assessment when interpreting the results 4
- 5. © 2013 Springer Publishing Company, LLC. Tests ♦ Particular measurement technique ♦ Set of questions to answer or tasks to respond to (e.g., matching exercise) 5
- 6. © 2013 Springer Publishing Company, LLC. Measurement ♦ Assigning numbers to indicate student achievement ♦ Example: Number of items correct on test 6
- 7. © 2013 Springer Publishing Company, LLC. Frameworks ♦ Norm-referenced (evaluation based on achievement of other students) – Compare each student’s performance with others in group (e.g., above average) ♦ Criterion-referenced (evaluation against preset criteria) 7
- 8. © 2013 Springer Publishing Company, LLC. Evaluation ♦ Student learning ♦ Program success ♦ Teacher effectiveness 8
- 9. © 2013 Springer Publishing Company, LLC. Evaluation ♦ Make judgments about student learning and achievement, clinical performance, employee competence, and educational programs – Based on assessment data – Always some degree of subjectivity 9
- 10. © 2013 Springer Publishing Company, LLC. Types of Evaluation ♦ Formative ♦ Summative 10
- 11. © 2013 Springer Publishing Company, LLC. Formative Evaluation ♦ Judges students’ progress in meeting desired outcomes and developing competencies for practice ♦ Occurs throughout instructional process and provides feedback for determining where further learning is needed 11
- 12. © 2013 Springer Publishing Company, LLC. Summative Evaluation ♦ End-of-instruction evaluation to determine what student has learned in classroom, an online course, or in clinical practice ♦ Judges quality of student’s achievement in course, not progress of learner 12
- 13. © 2013 Springer Publishing Company, LLC. Objectives ♦ Desired outcomes of learning ♦ Measurable ♦ Three domains (areas of learning) 13
- 14. © 2013 Springer Publishing Company, LLC. Objectives ♦ What learner can do differently at the END of your program/course 14
- 15. © 2013 Springer Publishing Company, LLC. Sample Objectives ♦ Identifies areas of assessment for critically ill patients ♦ Uses higher-level thinking skills in clinical practice ♦ Identifies priority problems and evidence- based interventions 15
- 16. © 2013 Springer Publishing Company, LLC. Sample Objectives ♦ Interacts effectively with critically ill patients and families ♦ Develops working relationships with nursing staff and other providers ♦ Communicates relevant information to staff 16
- 17. © 2013 Springer Publishing Company, LLC. Sample Objectives ♦ Examines own values related to treatment decisions ♦ Identifies ethical and other issues in critical care ♦ Critiques research for evidence for practice 17
- 18. © 2013 Springer Publishing Company, LLC. Domains of Objectives ♦ Cognitive – Knowledge – Higher-level cognitive skills ♦ Affective ♦ Psychomotor and technical skills 18
- 19. © 2013 Springer Publishing Company, LLC. Taxonomy ♦ Taxonomy of each domain ♦ Classification system ♦ Hierarchy ♦ Use for: 1. Writing objectives 2. Writing test items 3. Developing assessment strategies 19
- 20. © 2013 Springer Publishing Company, LLC. Cognitive Domain (Knowledge) ♦ Bloom and associates ♦ Principle of increasing complexity 20
- 21. © 2013 Springer Publishing Company, LLC. Six Taxonomic Levels Original Knowledge Comprehension Application Analysis Synthesis Evaluation Revised Remembering Understanding Applying Analyzing Evaluating Creating 21
- 22. © 2013 Springer Publishing Company, LLC. 1. Knowledge Recall ♦Recall of facts and previously learned information ♦Define, identify, list, name, recall – Identifies signs and symptoms of diabetes 22
- 23. © 2013 Springer Publishing Company, LLC. 2. Comprehension Understand ♦Ability to explain and describe ♦Describe, differentiate, draw conclusions, explain, give examples of, interpret, tell me in own words – Describes circulation through the heart 23
- 24. © 2013 Springer Publishing Company, LLC. 3. Application Use ♦Use of information in new situations ♦Apply, relate, use – Relates pain theories to nursing management of patients with chronic pain 24
- 25. © 2013 Springer Publishing Company, LLC. 4. Analysis Divide into component parts ♦Break down material into its component parts, analyze data and clinical situations ♦Analyze, compare, contrast, identify reasons and assumptions, relate – Analyzes needs of patients following CABG surgery 25
- 26. © 2013 Springer Publishing Company, LLC. 5. Synthesis Develop new ideas and products ♦Develop ideas, plans, products ♦Construct, create, design, develop, propose a plan, suggest a new approach – Designs a critical pathway for acute MI patients 26
- 27. © 2013 Springer Publishing Company, LLC. 6. Evaluation Evaluate ♦Make a judgment based on criteria ♦Appraise, assess, critique, evaluate, judge – Evaluates nursing research based on predetermined criteria 27
- 28. © 2013 Springer Publishing Company, LLC. Affective Domain ♦ Five levels organized based on principle of increasing involvement of learner and internalization of value ♦ Movement of learners from awareness of value (e.g., confidentiality) to internalization of that value as basis for own behavior 28
- 29. © 2013 Springer Publishing Company, LLC. Psychomotor Domain ♦ Development of skills and competency in use of technology – Involves movement-oriented activities – Also has a cognitive base and an affective component ♦ Various taxonomies 29
- 30. © 2013 Springer Publishing Company, LLC. Use of Objectives and Taxonomy ♦ Taxonomies provide a framework to plan instruction and design assessment strategies at different levels of learning ♦ Identify objective/outcome or content to be assessed, then design test item or other methods for assessment 30