UNIT-6

ASSESSMENT AND
EVALUATION: METHOD
AND STRATEGIES
 INTRODUCTION
The assessment of student progress brings about
changes and promote creativity in education.
However, traditional methods like multiple-choice
test only measure memorization rather than
understanding and practical application of
knowledge. To achieve educational goals, institutions
need to adopt assessment strategies that ensure
quality in patient care, problem-solving and practical
knowledge.
 CONCEPT OF ASSESSMENT AND
EVALUATION
Evaluation is a fundamental process in
measuring student progress and assessing their
capabilities and competencies in a specific
subject. It is typically involves administering a
test with multiple questions, to which students
independently respond.
• Assessment: It is the systematic process of
gathering data or information about learning,
performance or other educational aspects.
• The systematic collection and analysis of
information to determine the extent to which a
learner demonstrate the desired outcomes for a
specific course or program.
• Evaluation: It is the process of using
assessment data to make judgements or
decision based on specific criteria or
standards.
• It is the process of gathering and interpreting
evidence on changes in the behaviour of the
students as they progress through school.
 PURPOSES
According to Bloom (1971) the purpose of
evaluation are as follows:
• To discover the extent of competence in
which the student has developed in initiating
organizing and improving his day-to-day work
and to diagnose his strength and weakness
with a view to further guidance.
• To predict the educational practices that a
particular student teacher can best
participate in or organize.
 Acc.to Oguniyl (1984), educational evaluation is
carried out from time-to-time for the following
purposes:
• To determine the relative effectiveness of the
program in terms of students behavioural
output; Measurement and Evaluation in
Education.
• To make reliable decision about educational
planning.
• To ascertain the worth of time, energy and
resources invested in program.
• To acquaint parents or guardians with their
children’s performance.
• To identify problems that might hinder or
prevent the achievement of set goals.
• To provide an objective basis for determining
the promotion of students from one class to
another as well as the award of certificates.
 SCOPE OF EVALUATION IN AN
EDUCATIONAL PROGRAM
• Assessing the effectiveness of appraisal
methods and instructional approaches.
• Identifying the strength and weakness of
students.
• Establishing a baseline for guidance and
counselling intervention.
• Gives feedback to the teachers.
• Development of tools and technique.
• Development of curriculum and its revision
• Informing decision regarding job placements
and promotions.
• Facilitating the development of attitudes,
interests, creativity and skills.
• Improving the design of tools, techniques and
curriculum for educational purposes.
 PRINCIPLES IN SELECTION OF ASSESSMENT
METHODS
The principles of evaluation guide effective
assessment by ensuring clarity of purpose, diverse
technique and informed decision- making. Some
of the principles are:
• Principle of objective of education: It should
align with the intended goals of education,
ensuring that the assessment reflects what
students are expected to achieve.
• Principles of child centeredness: It should focus on
the individual needs, progress and growth of each
students, taking into account their unique abilities and
characteristics.
• Principles of continuity: It should be an on-going
process, consistently monitoring and measuring student
progress to ensure continuous improvement.
• Principle of comprehensiveness: It should encompass
various aspects of student learning, including
knowledge, skills, attitudes and values, providing a
holistic assessment.
• Principle of broadness: It should cover a wide range
of learning objectives, enabling a comprehensive
understanding of student achievement & development.
• Principle of Flexibility: It should be
adaptable to different learning style, abilities,
and contexts, allowing for personalized
assessment that cater to individual student.
• Principle of learning experiences and
outcomes: It should assess not only the end
result of learning but also the process,
recognizing the importance of meaningful
learning experiences and their impact on
student outcomes.
• Principle of Application: It should connect to real-
life application, allowing students to apply their
learning and demonstrating their ability to transfer
knowledge and skills to practical situation.
• Principle of remedial action: It should identify areas
where students are struggling or in need of additional
support, leading to the implementation of appropriate
remedial actions to facilitate their progress and
improvement.
 TYPES OF EVALUATION
Evaluation is classified according to the time
frame it takes place whether or not the score of
one student will affect the grade of other
students.
a) Classification based on the time frame of
occurrence:
• Formative Evaluation:
• Summative Evaluation
• Diagnostic Evaluation
• Formative Evaluation: Formative assessment is a
common evaluation method used. Formative
assessment provide instant feedback for teachers that
allow them to see how well students have grasped class
material and to adjust their teaching styles accordingly.
Purposes of the formative evaluation
• To provide immediate feedback to both students and
teachers regarding the success and failures of learning.
• To identify learning errors that require correction.
• Choose the most suitable teaching techniques and
materials.
• Determine the feasibility of a program within the
classroom setting.
• To furnish teachers with valuable information
for modifying instruction and improving the
overall learning and instructional process.
• Determine to a great extent the outcomes of
summative evaluation.
Summative Evaluation: It is a type of evaluation
usually given at the end of a course or unit. This
evaluation plays a key role in a student’s academic
career as it determines the promotion of students
into the next stage of their learning journey.
Purposes of the summative evaluation
• Teacher made achievement tests.
• Rating various types of performance.
• To assess the extent to which the instructional
objectives have been achieved.
• To certify student mastery of the intended
outcome and use it for assigning grades.
• To provide information for judging the
appropriateness of the instructional objectives.
• To determine the effectiveness of instruction.
Diagnostic Evaluation: It is a type of evaluation
given before instruction. Its aims to identify the
strength and weakness of the students regarding
the topic to be discussed.
Purposes of the diagnostic evaluation
• To determine the level of competence of the
students.
• To identify the students who have already the
knowledge about the lesson.
• To determine the causes of learning problem
and formulate a plan for remedial actions.
 BARRIERS TO EVALUATION
There are many barriers and challenges that can
affect the quality and effectiveness of evaluation.
The barriers to evaluation are:
Lack of clear objectives and criteria
• Difficulty in designing and implementing
evaluation methods without defined learning
objectives and criteria.
• Comparing results with expected outcomes
become challenging without a clear framework.
Lack of Resources and Support:
• Time-consuming and costly evaluation processes
especially when involving multiple data.
• Requires support from managers, learners, who
may not fully appreciate the value of evaluation.
Lack of skills and Tools:
• Specific skills and tools, including data collection
methods and analysis techniques, are crucial for
effective evaluation.
• Not all learning professionals may possess the
necessary skills or have access to the required
tools.
 GUIDELINES TO DEVELOP ASSESSMENT TEST
• Clarify Learning Objectives
Define clear and specific learning objectives that
the assessment test will evaluate.
Ensure alignment between the objectives and the
content covered in the test.
• Choose appropriate Question Type
Select question types that match the skills and
knowledge you intend to assess.
Consider multiple-choice, true/false, short answer,
essay and scenario-based questions.
• Craft clear and concise questions
Write questions that are free from ambiguity and
unnecessary complexity.
Use simple and precise language to ensure
students understand the questions.
• Ensure Balanced Coverage
Distribute questions evenly across the learning
objectives and content areas.
Avoid overemphasizing certain topics at the
expense of others.
• Provide Context for Clarity
Include relevant context or scenario for
questions, especially in case-based assessment.
Context helps students connect their knowledge
to practical situations.
• Avoid tricky questions
Create questions that challenges students
understanding without confusing them.
Avoid using trick questions that rely on
confusion rather than comprehension
.
Use Plausible distractors
• Craft distractor (incorrect answer choice) that
are plausible and relevant.
• Distractor should require thoughtful
consideration by students.
Provide clear instruction
• Clearly communicate instruction for taking the
test.
• Include guidelines on time limits, resources,
and submission procedures.
 ASSESSMENT OF KNOLWEDGE

Assessment of knowledge includes a variety of

methods and tools employed by educators to
evaluate, measure and document student’s
academic readiness, learning progress, skill
acquisition and educational needs. Various methods
are employed to assess the knowledge and progress
of students. These include:
 ESSAY TYPE QUESTIONS
Essay type questions are commonly used
methods for assessing student learning. Essay
questions are a type of constructed response.
An essay is a piece of writing that methodically
analyses and evaluates a topic or issues.
• Definition
An essay type questions are questions that
require students to compose a written response
to a problem or issue, usually of considerable
complexity, rather than select a response from
among several alternatives.
Gronlund and Linn, 1990
Essay type questions are questions that require
students to construct a response, usually in the
form of one or more paragraphs, rather than
select a response from a set of options.
Burton 2005
 TYPES OF ESSAY QUESTIONS
• Restricted response essay type question: This
types of questions typically restrict both the
content and response, focusing the topic
being discussed. These types of questions are
especially useful for evaluating learning
outcomes that require students to interpret
and apply data with specific area.
• Features:
Set specific boundaries for the answers that
must be provided.
Define the subject matter narrowly through the
problem and specific answers format.
Evidenced by term such as LIST, DEFINE
Extended response essay-type questions:
Unlike restricted response questions, extended
response essay-type questions allow for a
broader exploration of the topic. These
questions encourage students to provide in-
depth, comprehensive responses,
demonstrating a deeper understanding of the
subject matter.
• Features
Offer flexibility in response format, allowing
students to explore various aspect of the topic.
Require a thorough analysis and synthesis of
information, often involving critical thinking and
application of knowledge.
Encourage students to express opinions, draw
connections between concept and provide
detailed explanation.
GUIDELINES FOR CONSTRUCTING ESSAY
TYPE QUESTIONS
• Define the outcomes.
• Avoid outcomes that are better assessed with
other kinds of assessment.
• Define the task and shape the problems.
• Avoid the use of optional questions.
• Improve the essay questions through ,
preview and review.
 MERITS OF ESSAY TYPE QUESTION
• Enhance the ability to interpret and analyse
information.
• Promotes effective organization of content.
• Relatively easy to construct.
• Helps in developing language mastery.
• Ensures content validity
 DEMERITS OF ESSAY TYPE TEST
Encourages memorization rather than critical
thinking.
Time-consuming for both students and grader.
Lack of reliability in grading due to subjectivity.
 SHORT ANSWER TYPE QUESTION
Short answer questions are open-ended
questions that require students to create an
answer. Though similar to essay questions, the
length of the answer is limited to a specified
number of rows in the textbox.
• What is the role of mitochondria in the
cell
• List the different types of tissue.
 DEFINITION
Short answer questions are questions that are
broken down into parts that each require a
concise answer.
Open university
Short answer questions are questions that
require a concise and focused response that may
be actual, interpretive or a combination of the
two.
 TYPES OF SHORT ANSWER QUESTION
• Fill in the blank.
• Question type
• Match the following
• Identification type
• Labelling a diagram
• True or False
 PRINCIPLES FOR CONSTRUCTING SHORT
ANSWER QUESTION
• Write clear and concise questions using simple
languages.
• Avoid misleading or tricky elements in the
questions.
• Include useful prompts within the question itself.
• Vary question type and cognitive demand.
• Provide clear and consistent making criteria
aligned with question types and learning.
• Vary format and structure e.g- list, define ,
explain.
 MERITS
Assess diverse content and skills.
Evaluate students ability to construct original
answers.
Enable more objectives and consistent making
than essay questions.
Provide extensive feedback to both students and
teachers.
Serve as versatile formative and summative
assessment.
 DEMERITS
• Affected by handwriting, spelling, grammar.
• Time-consuming and challenging to construct
due to precise wording requirement.
MULTIPLE-CHOICE TYPE QUESTION
• MCQs are a common type of assessment in
many field of study. They consist of a question
or a statement, followed by several possible
answers, usually labelled A,B,C,D etc. MCQs
can measure various level of cognitive skills
such as recall, application, analysis.
COMPONENTS OF MCQs
• The Question stem: The question stem is the
part that ask the question or present the
problem. It can be written as a complete
sentence or an incomplete sentence. The
question stem should be clear, concise and
aligned with a learning outcomes.
• The answer option: The answer options are
the possible choices that the test-taker can
select from. They usually consist of one
correct and the several incorrect answer.
 TYPES OF MCQs
• Single response type of MCQs: This is a type
of question that has only one correct answer
among several options.
• Multiple response type of MCQs: This type of
MCQs is a type of question that has more than
one correct answer among several option.
 GUIDELINES FOR WRITING MCQs
• Use of Plausible Distracter (wrong-response
option)
• Use a question format and be grammatically
correct.
• Emphasize on higher level of thinking.
• Keep option length similar.
• Balance placement of correct answer.
• Avoid all the above or none of the above
option.
 ADVANTAGES
• Measure from elementary knowledge to
complex level.
• Key of correct answer is prepared.
• Cover a large content area.
• High reliability and validity
• No biasness
 DISADVANTAGES
• Difficult to construct.
• More time required to construct.
• Examinee cannot express their own views.
• Cannot measure motor skills.
• An element of guess work.
 ASSESSMENT OF SKILL
Within education, career advancement and
diverse industries, skill evaluation is crucial for
assessing capacity, readiness and competence in
real-world scenarios.
 CLINICAL EVALUATION
Clinical evaluation methods are strategies for
assessing students performance in clinical
practice. That practice may be with patients in
hospitals and other healthcare facilities, in
communities, in simulation and learning
laboratories and in virtual environment. Some
evaluation methods are most appropriate for
use by clinical educators. Some evaluation
method assess students knowledge, cognitive
skill and other competencies.
DEFINITION

Clinical evaluation is a strategy employed by

nurse educator to validate nursing students
competency. Clinical evaluation is a judgement
or assessment of a nursing student’s
competency.
Gaberson, Oermann
Clinical evaluation is a judgement or assessment
of a nursing student’s competency attainment of
established standards or acceptable
achievement of specific performance behaviours
throughout the clinical practice learning
experience. It will encompass the term
competency , assessment and clinical appraisal.
Gaberson et al, Bonnel
 DIFFERENT METHODS OF CLINICAL
EVALUATION
There are different methods used in clinical
setting to assess the performance of the
students:
Observation
• Checklist
• Rating scale
• Video tapes
• Anecdotal notes
 Observation
Checklist
The observation checklist is the most commonly
used in instrument for performance evaluation.
A checklist enables the observer to note only
whether a trait is present or not. It consists of a
listing of steps activities or behaviour the
observer records when an incident occurs. The
observer has to judge whether a certain
behaviour has taken place.
DEFINITION
• A checked is a simple instrument consisting
prepared list of expected items of
performance or attribute, which are checked
by an evaluated for their presence. Or
checklist are constructed by breaking of a
performance and the quality of a product,
which specific the presence or absence of an
attributes of an attributes or trait which is
then checked by the rate/observer.
 CHARACTERISTICS
• Observe one respondent at one time.
• Clearly specifies the characteristics of the
behaviour to be observed.
• Use only carefully prepared checklist to avoid
more complex trait.
• Use a checklist only when interested in
calculating a particular characteristics.
• Enumerate the behaviour wish to observe.
• Revise based on own experience.