MEU WORKSHOP Evaluation principles and objectives
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The document discusses principles and objectives of evaluation in teaching and learning. It describes the purpose of evaluation as ensuring students can do their jobs competently and to provide feedback to improve learning. Formative and summative evaluations are described, with formative helping teachers understand student progress and summative being end-of-term evaluations. Student evaluation involves measuring achievement through tools like exams, while assessment considers subjective attributes. Evaluation involves making judgements based on measurement and assessment data. The roles of evaluation include feedback, prediction, selection, grading, and program evaluation.
MEU WORKSHOP Evaluation principles and objectives
- 4. • Why • What • When • Whom • How
- 6. • To make sure that the student will be able to do the job competently • Exams encourage the students to work harder • To guide the teacher and student about which part of the course has been successful and which part needs to be improved
- 7. Student evaluation • Measurement: application of mathematical tools for finding the degree of achievement • Example: awarding marks for MCQ
- 8. Assessment • This term is used for those attributes which do not lend themselves to precise measurement and where some subjective decisions are involved • Example: marking of essay type questions
- 9. Evaluation • Involves passing a value judgement based on the information obtained from measurement and assessment • It is a major component of the curriculum
- 10. Functions of evaluation • Feedback for improved learning • Predictive • Selection • Grading • Program evaluation
- 11. Types of evaluation • Formative: helps the learner and the teacher to know the progress of the student • Summative: end of term evaluation
- 12. What is the role of internal assessment?
- 13. Abilities to be evaluated • Evaluate all three domains of learning • Weightage allotted to each component will vary depending on the subject area under consideration
- 14. • Evaluation is not the end – rather it is the means to further the effectiveness of an educational programme • It has to be planned keeping the educational objective in mind
- 15. Evaluation tools • Should be appropriate for the learning outcomes to be evaluated • The characteristics of an evaluation tool are: • Validity • Reliability • Feasibility • Relevance • objectivity
- 16. Validity • A tool is valid if it measures what it is supposed to measure • Example: to determine whether a student can prepare a thin blood smear.
- 17. Types of validity • Content validity • Criterion validity and • Construct validity
- 18. • Content validity: • indicates synchronization between content of the test and content of teaching • To ensure that content validity is measured, – prepare a list of content matter to be tested – Assign weightage for each – Prepare table of specification – Create test for each
- 19. How to build-in content validity Prepare a table of specifications Topic Weightage A 15% B 10% C 5% D 20% E 30% F 20% Total 100%
- 20. Table of specifications • Items required 01 • Use of gloves 01 • Size of the drop of blood 01 • Location of blood drop on the slide 01 • Holding the spreader 01 • Way the smear is spread on the slide 02 • Quality of the smear 02 • How the smear is dried 01 • Max marks 10
- 21. Factors influencing validity • Unclear directions • Ambiguous phrasing of questions • Inappropriate level of difficulty • Inappropriate question for the outcome to be tested • Too short a test • Insufficient time
- 22. Reliability • Consistency of measurement • The degree of reproducibility determines the reliability of an evaluation tool – Test-retest reliability – Equivalent-forms – Split halves reliability – Marker reliability
- 23. Measures to improve reliability • Optimum time of test • Use appropriate levels of difficulty • Maintain conditions of test constant • Ensure objectivity of scoring • Ensure validity of the instrument
- 24. • A reliable test need not necessarily be valid!
- 26. Objectivity • Structuring of questions • Preparing model answers • Agreeing on the marking scheme • Having papers independently valued by two examiners
- 27. Feasibility • Time and resources required
- 28. Relevance • Appropriateness of the process of evaluation with reference to the tasks to be performed by the students after qualification • Reflect the health needs of the society
- 29. How do you choose an appropriate evaluation tool? • Purpose • Domain to be tested • Number of students • Time allotted • Resources • Ease of administering the test • Ensuring validity and objectivity
- 30. Steps of evaluation Define objectives Provide teaching-learning experience Select measuring instrument Decide marking Administer test score test Analyse result Take decision
- 31. Domain-wise matrix of evaluation methods • Cognitive domain: – Written and oral • Essays- Modified essays • Short answers and very short answer questions – Objective items – Simulated patient management problems
- 32. • Psychomotor domain: • Observation • Practical Clinical • OSPE / OSCE
- 33. • Affective Domain: • Observation • Rating scales • Checklist • Questionnaires • Logbook • Group discussion
- 34. What makes a good evaluation? • Does the evaluation comply with the regulations of the course • Does it test important skills and abilities ( is it valid) • Are you sure that the marks gained by each student is accurate ( is the marking reliable)
- 35. • Does the evaluation give you information that will help the students to learn better and help you to improve your teaching • Is it reasonably economical in terms of material and time
- 37. Evaluation of knowledge • As a general rule, early in the course, factual knowledge is presented to the student and as the course develops higher domains of learning come into picture
- 38. Current system of examination • Evaluation of knowledge: Theory paper: – Two long essays 2 X 10= 20 marks – Six short notes: 8 X 5 = 40 marks – Short answer questions: 10 x 2 = 20 marks
- 39. Evaluation of Cognitive skills • Commonest tool is the traditional essay question – Unstructured essay question • Student has the freedom within the subject context, to determine the nature and scope of the answer • Example: write an essay on protein energy malnutrition
- 40. • Free response questions • Subjectivity in marking is high, hence unreliable • Advantages: – Evaluates higher domains of learning and comprehension of the student – Relatively easy to frame – Allows students free and effective expression – Ability to organise ideas
- 41. • Disadvantages – Low validity and reliability – Limited range of application – Lack of objectivity – Inconsistent and time consuming scoring pattern – Hardly any feedback to the teacher – Scope for guess work by the students – First answer and its assessment influences the subsequent ones
- 42. Structured essay questions • Restricted response questions • Example: write an essay on PEM covering the causes, classification, clinical diagnosis and initial management in the hospital
- 43. Modified essay question • Problem solving question • Short history is given based on which questions are asked • Requires the student to apply what he has learnt, in the context of a given situation
- 44. Problem solving question • A 4 year old boy presents with H/O epistaxis on and off since 3 years. On examination his knee joints are swollen. Mother gives H/O similar complaints in the older sibling • What are the possible causes for this type of presentation? • What investigations will you order to arrive at a diagnosis? • What advise will you give to the mother?
- 45. Guidelines to write better essay questions • Match the question to the specific learning outcome. • The objective of learning and objective of testing should be the same • The more precise and clear we are with our learning objectives, the easier and better it will become to formulate good essay questions
- 46. • The question should clearly specify to the student what is expected of him
- 47. • Phrase the question in a simple, clear language • Indicate the weightage to different parts of the question. This helps the student to effectively plan his answer • Prepare a checklist and allot marks to different points to be included in the answer
- 48. • Mark essays question by question rather than student by student, to compare the performance of each student on that particular question and not as a whole • Mark the essay question by more than one examiner and take average marks • Grading instead of marking will further minimize the variation between examiners
- 49. • All students should answer the question since construction of optimal questions of equal difficulty is not possible. Hence comparison of scores of two students becomes invalid • Avoid distractions during scoring
- 50. Short answer questions • Tests lower domains of learning • Student may be required to write a word, phrase, a sentence to complete a statement • Longer the expected answer, more is the subjectivity involved
- 51. Types of SAQ • Completion type • Open SAQ
- 52. Merits of SAQs • They are easy to construct when compared to MCQs • They are more specific than essays and hence more reliable • They are quicker to answer. The students can be tested on a wide range of topics in a short period
- 53. • They can be marked quickly • SAQs are less prone to guessing than MCQs • It is possible to construct a checklist for responses to ensure intermarker reliability and thus objectivity
- 54. • Time taken to answer SAQ is more than for MCQ • Number of SAQ in a given time is reduced compared to MCQ • Reliability of a test is directly proportional to the number of questions • Subjectivity in open SAQ
- 55. Group Activity I • Each group is given two essay questions and two short answer questions • Discuss within your group and write your comments • Time allotted 10 minutes • Presentation: 4 X 6 minutes: 25 minutes • Total time: 35 minutes
- 56. Group Activity II • Prepare two structured essay questions • Two short answer questions • Time allotted 10 minutes • Presentation by each group: 4 X 5 = 20 min • Total time: 30 minutes
- 57. Group activity I – Group A • Essay questions: • 1. Write in detail about oedema • 2. Give a comprehensive account about the thoracic part of the oesophagus • SAQ: • 1. DNA • 2. Cholecystitis
- 58. Group activity I – Group B • Essay questions: • 1. Write what you know about family planning • 2. Discuss the role of endocrines in the regulation of human growth • SAQ: • 1. Right atrium • 2. List a few haemoparasites. Can you draw them
- 59. Group activity I – Group C • Essay questions: • 1. Write an essay on SLE • 2. Amyloidosis • SAQ: • 1. Rifampicin • 2. PCV tubes
- 60. Group activity I – Group D • Essay questions: • 1. Write an essay on Senile cataract • 2. Inguinal hernia • SAQ: • 1. POEMS • 2. R S cell