Evaluation – concepts and principles
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This document discusses concepts and principles of evaluation in education. It defines evaluation as a process of making judgements to establish goals, collect evidence of progress, make assessments, and revise procedures and goals based on those assessments. Evaluation is used to improve outcomes, processes, and goals. Formative evaluation refers to assessment during a program to identify progress and make improvements, while summative evaluation examines final effects and outcomes. The document outlines various evaluation types, purposes, characteristics, and models to systematically collect and analyze information to determine how well students are achieving educational objectives.
Evaluation – concepts and principles
- 1. EVALUATION – CONCEPTS AND PRINCIPLES Aruna. A P I Batch MSC Nursing
- 2. DEFINITION • Evaluation is a process of making judgements to be used as a basis for planning . it consists of establishing goals, collecting evidence concerning growth towards goals, making judgements about the evidence and revising procedures and goals in the light of judgements. It is for improving the product, the process and even the goals in themselves Wiles
- 3. • Evaluation is the process of determining to what extend the educational objectives are being realized • Ralph Tyler
- 4. EVALUATION, MEASURMENT, ASSESSM ENT AND TESTING • Test: an instrument or systemic procedure for measuring a sample of behavior • Measurement: the process of obtaining numerical description of the degree to which an individual possesses a particular characteristic • Evaluation: from the stand point of classroom evaluation, it is the systematic process of collecting, analyzing and interpreting information to determine the extent to which pupils are achieving instructional objectives
- 5. SCOPE OF EVALUATION • Value judgment • Ascertaining the extend to which the educational objectives have been attained • Effectiveness of appraisal or methods of instruction • Identifies pupil’s strengths and weakness, difficulties and problems, needs and demands • Provide baseline for guidance and counseling
- 6. • Placements and promotions in jobs • Development of attitudes, interests, capabilities, creativity, origin ality, knowledge and skills etc. • Development of tools and techniques • Development of curriculum and for its revision • Interpretation of results • Helpful for curriculum planners and administers to improve the curriculum pattern
- 7. PURPOSE OF EVALUATION • To discover the extend of competence • To predict the educational practices • To certify student’s degree, proficiency in a particular educational practice • To appraise the status of and changes in student’s behavior • To make provision for guiding the growth of the individual student • To diagnose the individual students educational weakness and strength
- 8. • To assess the student’s progress from time to time and discloses student’s needs and possibilities • To predict the student’s future academic success or otherwise • To provide basis for modification of curriculum and courses • To locate areas where remedial measures are needed • To provide basis for the introduction of experiences to meet the needs of individuals and group of students • Motivate students towards better attainment and growth
- 9. • Test the efficiency of teachers • Appraise the teachers and supervisors competence • Improve instructions, measurements and measuring devices • Bring out the inherent capabilities of a student, such as attitudes, habits, appreciation and understanding, manipulative skills in addition to conventional acquisition of knowledge • Serves as method of self improvement, improving school learning relations and as a guiding principles for the selection of supervisory techniques
- 10. TYPES OF EVALUATION • FORMATIVE EVALUATION (process evaluation) • SUMMATIVE EVALUATION (product evaluation)
- 11. FORMATIVE EVALUATION • It refers to evaluation taking place during the program or learning activity. It is conducted while the event to be evaluated is occurring and focuses on identifying the progress towards purposes, objectives, or outcomes to improve the activities, course, curriculum, program or teaching and student.
- 12. Types • • • • • needs assessment evaluability assessment structured conceptualization Implementation evaluation Process evaluation
- 13. Advantage: • Emphasize the parts instead the entity • The events are recent thus of marking accuracy and preventing distortion by time • The results can be used to improve student performance, program of instruction, or learning outcome before the program or course has concluded
- 14. Disadvantage • Making judgment before the activity is completed and not being able to see results before judgments are made • intrusive • interrupt the flow of outcomes • chance for a false sense of security when formative evaluation is positive and the final results are not positive as predicted earlier
- 15. SUMMATIVE EVALUATION • Summative evaluations, examine the effects or outcomes of some object
- 16. Types • • • • • outcome evaluations impact evaluation cost-effectiveness and cost-benefit analysis secondary analysis meta-analysis
- 17. Advantage: • All work has been completed and the findings of evaluation is that nothing can be done to alter the results
- 18. MAXIMUM PERFORMANCE EVALUATION • concerned with determining a person’s abilities and how well an individual can performs when motivated to obtain as high a score as possible. • Aptitude and achievement tests are useful in measuring maximum performance
- 19. TYPICAL PERFORMANCE EVALUATION • Determines what individual will do under natural conditions.
- 20. CRITERION REFERENCED EVALUATION • This describes pupils performance according to a specific domain of clearly defined learning tasks.
- 21. NORM REFERANCED EVALUATION • norm-referenced evaluation is based on comparing student achievement to that of others
- 22. EVALUATION PROCESS • • • • • identifying the purpose of evaluation identifying a time frame determining when to evaluate selecting the evaluators choosing an evaluation design/ framework of model • selecting an evaluation instrument
- 23. • • • • • collecting data interpreting data reporting the findings using the findings considering the costs of evaluation
- 24. Identifying the purpose of evaluation
- 25. identifying a time frame
- 26. determining when to evaluate
- 28. choosing an evaluation design/ framework of model
- 29. Selecting an evaluation instruments • • • • • • • • • Questionnaire Interview Observation Rating scale Check list Attitude scale Semantic differential Self report, journal, diary Anecdotal notes
- 30. Selection and development of evaluation instrument • instruments should have the following characteristics • Appropriate for what is being evaluated • Appropriate for the domain being evaluated • Comprehensive • Easy to use • Cost effective • Time efficient • Valid and reliable
- 31. collecting data • Consider…. • Data source • Amount of data • Timing of data collection • Formal versus informal data collection
- 32. Interpreting data • Putting the data in usable form • Organizing data for analysis • Interpreting data against reestablished criteria
- 33. • Consider… • Frame of reference • Norm referenced interpretation • Criterion referenced interpretation • The issues of objectivity and subjectivity • Legal considerations
- 36. Considering the costs of evaluation
- 37. PRINCIPLES OF EVALUATION • Determining and clarifying what is to be evaluated always has priority in the evaluation process • Evaluation techniques should be selected according to the purposes to be served • Comprehensive evaluation requires a variety of evaluation techniques • Proper use of evaluation techniques requires an awareness of both their limitations and strengths • Evaluation is a means to an end, not an end itself
- 38. NEED AND IMPORTANCE OF EVALUATION • a) fulfill classroom objectives • b) diagnose learning difficulties of students • C) determine readiness for new learning experiences • d) form students' classroom groups for special activities • e) assist students in their problems of adjustment • f ) prepare reports of pupils' progress
- 39. CHARACTERISTICS OF EVALUATION • Evaluation is a continuous process • Evaluation includes academic and non academic subjects • Evaluation is a procedure for improving the product • Discovering the needs of an individual and designing learning experience • Evaluation is purpose oriented
- 40. CHARACTERISTICS OF GOOD EVALUATION • Validity • A valid evaluation is one which actually tests what is sets out to test • Reliability • The reliability is a measure of the consistency with which the question, test or examination produces the same result under different but comparable conditions
- 41. MODELS OF EDUCATIONAL EVALUATION • Objective based
- 42. • Decision-based • Value-based • Naturalistic approach
- 43. PURPOSES OF EVALUATION IN NURSING EDUCATION • To determine the level of knowledge and understanding of students • To determine the level of student’s clinical performance • To become aware of the specific difficulties of individual students or of an entire class, as a basis for further teaching
- 44. • To diagnose each student’s strengths and weakness and to suggest remedial measures which may be needed • To encourage student’s learning by measuring their achievements and informing them of their success • To help students to become increasingly self directing in their study • To help students to acquire that attitude of and skills in self evaluation
- 45. • To provide the additional motivation of examination that provide opportunity to practice critical thinking, the application of principles, the making of judgments etc. • To estimate the effectiveness of teaching and learning techniques, of subject content and of instructional media in attaining the goals of the programme • To gather information needed for administrative purpose
- 46. Thank you…