Lecture 7. student evaluation
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The document discusses evaluation in education, including defining evaluation, purposes of evaluation such as providing feedback and modifying learning activities, the basic components of evaluation including audience and purpose, differentiating evaluation from assessment, the types of evaluation including formative, summative, and program evaluation, and selecting appropriate evaluation methodologies according to educational objectives and domains.
Lecture 7. student evaluation
- 1. Measuring Learning OutcomesMeasuring Learning Outcomes EvaluationEvaluation ObjectivesObjectives:: By the end of the lecture, the student will be ableBy the end of the lecture, the student will be able to:to: Define evaluation in educationDefine evaluation in education State purposes of evaluation (why we evaluate?)State purposes of evaluation (why we evaluate?) List five basic components of evaluationList five basic components of evaluation State what we want to evaluate?State what we want to evaluate? Differentiate between evaluation and assessmentDifferentiate between evaluation and assessment List steps of student evaluationList steps of student evaluation Identify different types of evaluationIdentify different types of evaluation Select appropriate evaluation Methodologies accordingSelect appropriate evaluation Methodologies according educational objectives and domains to be evaluatededucational objectives and domains to be evaluated Mention qualities of testMention qualities of test
- 2. IntroductionIntroduction D-Implement Educational Program G-Improvement the Educational Program A-Needs Assessment F-Feedback to 1- Learner 2- Teacher 3-Organization E-Evaluate the Educational Program B-Educational objectives 1- Cognitive 2- Psychomotor 3-Attitude C-Plan and Design Educational Program 1-Content 2-Method 3- Material 4-Evaluation methodology 5-Environment
- 3. Definition of evaluationDefinition of evaluation •Evaluation is defined as a systematicEvaluation is defined as a systematic process by which theprocess by which the worthworth oror valuevalue ofof somethingsomething isis judged.judged. Evaluation in education can be defined as aEvaluation in education can be defined as a continuous process based upon criteria whichcontinuous process based upon criteria which cooperatively developed (Table 7.1) andcooperatively developed (Table 7.1) and concerned with measurement ofconcerned with measurement of :: The performance of learners.The performance of learners. The effectiveness of teachersThe effectiveness of teachers The quality of the programThe quality of the program
- 4. EvaluationEvaluation . . ...... . . . .. . ...... . . . .of whom?of whom? of what?of what? StudentsStudents TeachersTeachers Programmes and coursesProgrammes and courses in relation to what?in relation to what? In relation to educational objectives.In relation to educational objectives.
- 5. Purposes of evaluation (why we evaluatePurposes of evaluation (why we evaluate?(?( Incentive to Learn (motivation)Incentive to Learn (motivation) Feedback to studentFeedback to student Modification of Learning ActivitiesModification of Learning Activities Selection of studentsSelection of students Success or failureSuccess or failure Feedback to teacherFeedback to teacher School public relationsSchool public relations Protection of societyProtection of society (certification of competence)(certification of competence)
- 6. components of evaluationcomponents of evaluation Five basic components of evaluationFive basic components of evaluation :: (1)(1) audience,audience, (2)(2) purpose,purpose, (3)(3) questionsquestions (4)(4) scope, andscope, and (5)(5) resourcesresources To determine these components, ask the following questions:To determine these components, ask the following questions: For whatFor what audienceaudience is the evaluation being conducted?is the evaluation being conducted? For whatFor what purposepurpose is the evaluation being conducted?is the evaluation being conducted? WhatWhat questionsquestions will be asked in the evaluation?will be asked in the evaluation? What is theWhat is the scopescope or the evaluation?or the evaluation? WhatWhat resourcesresources are available to conduct theare available to conduct the evaluation?evaluation?
- 7. Different between evaluation &AssessmentDifferent between evaluation &Assessment While assessment and evaluation are highlyWhile assessment and evaluation are highly interrelated and are often usedinterrelated and are often used interchangeably as terms,interchangeably as terms, they are notthey are not synonymous.synonymous. The process of assessment isThe process of assessment is to gather, summarize, interpret, and use datato gather, summarize, interpret, and use data to decide a direction for actionto decide a direction for action.. The processThe process of evaluation is to gather, summarize,of evaluation is to gather, summarize, interpret, and use datainterpret, and use data to determine theto determine the extent to which an action was successful.extent to which an action was successful.
- 8. Cont.Cont. Different between evaluation &AssessmentDifferent between evaluation &Assessment TheThe primary differencesprimary differences between these two termsbetween these two terms are those ofare those of timing andtiming and purposepurpose.. For example, anFor example, an education program begins with an assessmenteducation program begins with an assessment of learners' needsof learners' needs.. From the perspective ofFrom the perspective of systems theory,systems theory, assessment dataassessment data might be calledmight be called the"inputthe"input."." While the programWhile the program isis beingbeing conductedconducted,, periodic evaluationperiodic evaluation lets the educatorlets the educator knowknow whether the program and learners arewhether the program and learners are proceed as plannedproceed as planned.. After program completionAfter program completion evaluation identifies whether and to whatevaluation identifies whether and to what extent the identified needs were met.extent the identified needs were met.
- 9. steps of student evaluationsteps of student evaluation Four steps of student evaluationFour steps of student evaluation The criteria (acceptable level of performance) of theThe criteria (acceptable level of performance) of the educational objectiveseducational objectives Development and use of measuring instrumentsDevelopment and use of measuring instruments Interpretation of measurement dataInterpretation of measurement data FormulationFormulation of judgments and taking of appropriateof judgments and taking of appropriate actionaction
- 10. Types of EvaluationTypes of Evaluation Five basic types of evaluation includeFive basic types of evaluation include:: 1.1. process,process, 2.2. content,content, 3.3. outcome,outcome, 4.4. impact, andimpact, and 55.. program.program. These types ranged from theThese types ranged from the simplesimple ((processprocess evaluationevaluation) to the) to the complexcomplex ((impactimpact evaluation).evaluation).
- 11. Types of EvaluationTypes of Evaluation
- 12. Types of EvaluationTypes of Evaluation 1. Process (Formative) Evaluation1. Process (Formative) Evaluation The purpose of this evaluation is toThe purpose of this evaluation is to make adjustmentsmake adjustments in an educational activityin an educational activity as soon as they are neededas soon as they are needed,, whether those adjustments be in personnel, materials,whether those adjustments be in personnel, materials, facilities learning objectives, or even attitudefacilities learning objectives, or even attitude Adjustments may need to beAdjustments may need to be made after one class ormade after one class or session before the next is taughtsession before the next is taught , so process evaluation, so process evaluation occursoccurs more frequently during and throughout everymore frequently during and throughout every learning experience than any other type.learning experience than any other type. This ongoing evaluation prevent problems beforeThis ongoing evaluation prevent problems before they occur or identify problems as they arisethey occur or identify problems as they arise
- 13. Types of EvaluationTypes of Evaluation 2. Content Evaluation2. Content Evaluation The purpose of content evaluationThe purpose of content evaluation is to determineis to determine whether learners have acquired the knowledge or skillswhether learners have acquired the knowledge or skills taught during the learning experience,taught during the learning experience, as taking placeas taking place immediatelyimmediately after the learning experience to answer theafter the learning experience to answer the question "question "To what degree did learners achieve specifiedTo what degree did learners achieve specified objectives?"objectives?" Examples:Examples: - Asking a patient to give a return demonstration- Asking a patient to give a return demonstration immediately after observing itimmediately after observing it - Asking participants to complete a cognitive test- Asking participants to complete a cognitive test at theat the completion of a 1-day seminar.completion of a 1-day seminar. Content evaluation as the level is inContent evaluation as the level is in between process andbetween process and outcomeoutcome evaluation levels. In other words, contentevaluation levels. In other words, content evaluation can be considered asevaluation can be considered as focusing on how thefocusing on how the teaching-learning process affectedteaching-learning process affected immediateimmediate,, short-termshort-term outcomesoutcomes
- 14. Types of EvaluationTypes of Evaluation 3.3. Outcome (Summative) EvaluationOutcome (Summative) Evaluation The purpose of outcome or summative evaluationThe purpose of outcome or summative evaluation is tois to determine the effects or outcomes of teaching effortsdetermine the effects or outcomes of teaching efforts. Its. Its intent isintent is to sum what happened as a result of educationto sum what happened as a result of education.. Outcome evaluation occurs after teaching has beenOutcome evaluation occurs after teaching has been completed or after a program has been carried out, it iscompleted or after a program has been carried out, it is focusing on measuring long-term change that persistsfocusing on measuring long-term change that persists after the learning experienceafter the learning experience.. Guiding questions in out- come evaluationGuiding questions in out- come evaluation include the following:include the following: •• Was teaching appropriate?Was teaching appropriate? •• Did the individual(s) learn?Did the individual(s) learn? •• Were behavioural objectives met?Were behavioural objectives met?
- 15. Types of EvaluationTypes of Evaluation 4. Impact Evaluation4. Impact Evaluation The purpose of impact evaluation is to:-The purpose of impact evaluation is to:- Determine the relativeDetermine the relative effects of educationeffects of education onon thethe institutioninstitution or the community. obtainor the community. obtain information thatinformation that will help decide whetherwill help decide whether conducting an educational activityconducting an educational activity is worth itsis worth its cost.cost. The scope of impact evaluation is broader,The scope of impact evaluation is broader, moremore complex, and usuallycomplex, and usually more long termmore long term than thatthan that ofof process, content, or outcomeprocess, content, or outcome evaluationevaluation Outcome evaluation wouldOutcome evaluation would focus onfocus on coursecourse objectiveobjective,, whereas impactwhereas impact evaluation wouldevaluation would focus onfocus on course goalcourse goal..
- 16. Types of EvaluationTypes of Evaluation 5. Program Evaluation5. Program Evaluation The purpose of total program evaluationThe purpose of total program evaluation is tois to determine the extent to which all activities for andetermine the extent to which all activities for an entire program over a specified period of time meetentire program over a specified period of time meet or exceed goals originally established.or exceed goals originally established. Example Guiding question appropriate for a totalExample Guiding question appropriate for a total program evaluation from this perspective might beprogram evaluation from this perspective might be ""To what extent did programs undertaken by facultyTo what extent did programs undertaken by faculty members of the nursing college academic demembers of the nursing college academic de partments during the year accomplish annual goalspartments during the year accomplish annual goals established by the departments?"established by the departments?"
- 17. Types of EvaluationTypes of Evaluation Cont .Cont . Program EvaluationProgram Evaluation The scope of program evaluation is broad,The scope of program evaluation is broad, generally focusing ongenerally focusing on overall goalsoverall goals rather than onrather than on specific objectivesspecific objectives.. It isIt is encompassing all aspects of educationalencompassing all aspects of educational activityactivity (e.g., process, content, outcome, impact)(e.g., process, content, outcome, impact) with input from all the participants (e.g., learnwith input from all the participants (e.g., learners,ers, teachers, institutional representatives, comteachers, institutional representatives, communitymunity representatives).representatives). The time period over which data are collected mayThe time period over which data are collected may extend from several months to 1 or more yearsextend from several months to 1 or more years,, depending on the time frame established fordepending on the time frame established for meeting the goals to be evaluated.meeting the goals to be evaluated.
- 18. Evaluation MethodologiesEvaluation Methodologies Methods of evaluation must be selected according to educational objectives andMethods of evaluation must be selected according to educational objectives and domains to be evaluated . Below are different evaluation methods fordomains to be evaluated . Below are different evaluation methods for each educational domains .each educational domains . Cognitive DomainCognitive Domain Written testWritten test Objective type ( Matching , Multiple choice , True & false , ShortObjective type ( Matching , Multiple choice , True & false , Short answers)answers) Subjective type (Long answer , Simulation)Subjective type (Long answer , Simulation) Oral testOral test Observational rating scaleObservational rating scale QuestionnaireQuestionnaire Attitude DomainAttitude Domain Direct observationDirect observation Rating scaleRating scale ChecklistChecklist Psychomotor DomainPsychomotor Domain Direct observationDirect observation Practical testsPractical tests In real SituationIn real Situation In simulation conditionIn simulation condition
- 19. Qualities of a testQualities of a test Directly related to educational objectivesDirectly related to educational objectives Realistic & practicalRealistic & practical Concerned with important & usefulConcerned with important & useful mattersmatters Comprehensive but briefComprehensive but brief Precise & clearPrecise & clear