METHOD OF EVALUATION OF KNOWLEDGE

I. INTRODUCTION
Education is a never ending process of life. This process is shaped as per the
requirements of the society and goes on in a systematic way. The effectiveness of the
educational institutions depends on the planned and purposeful execution of
educational activities. The requirement of a system and plan in education brings with it
the need for educational programs. Any educational program consists of three parts
which are "aim, teaching process and evaluation. To evaluate means to ascertain the
value or amount or appraise carefully. Hence evaluation is judging the worth or value
of something that represents the satisfaction of human need such as an object, event, or
activity.

Evaluation includes a variety of procedures. A vast variety of evaluation

procedures are available for measuring the results of teaching and learning. Evaluation
procedures can be classified as qualitative and quantitative techniques. It can also be
classified in terms of aspects of behavior to be evaluated and in terms of evaluative method
used. Evaluation plays an important role in all educational institutions including nursing
educational institutions. Evaluation is not an additional feature of instruction but an integral
part of it. Hence the information it provides allows teacher to make adjustments to outcome
and teaching methodologies. Evaluation implies a systematic, continuous process based
upon certain criteria process and emphasizes the border personality changes.

The teaching and learning takes place in three domains. These are cognitive,
affective and psychomotor domains. These are also effective for conducting health
education for individuals, families, and communities.

II. DEFINITION

EVALUATION

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 1) Evaluation is a relatively new technical term introduced to designate more
comprehensive concept of measurement than is implied in conventional tests and
examinations. (Wringhtone)
2) Evaluation is the process of determining to what extent the educational objectives
are being realized. (Ralph Tyler)
3) Evaluation is a process used to determine what has happened during a given activity
or in an institution (John.W.West)
4) Evaluation in education is a process of judging the effectiveness of educational
experience through careful appraisal (L.E.Hidgerken)
KNOWLEDGE
Knowledge is a familiarity, awareness or understanding of someone or something
such as facts,information,descriptions or skills which is acquired through
experience or education by perceiving, discovering or learning.(Wikipedia)
III. TEACHER MADE TESTS

Teacher made tests are a source of evaluation data widely used in the classroom.
Teacher need to have a clear understanding of types of test items, test assembly, test
administration, testing practices its validity and reliability. These are very useful in
evaluating the student’s progress to report parents and administrators.

 Types of teacher made test

To assess the intellectual levels of students, cognitive test will be performed. Teacher made test

Teacher Made Test

Oral written practical (performance)

Essay type short answer type objective

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  Uses
1) To know the ability and achievements of students: The test to help the teacher to know
how much ability the students have and achievements etc.
2) Help the teacher to assess the strength, weakness of students: The test help the teacher
to understand the student’s weakness, problems.
3) Motivate the students: The test also motivated how to written the exam, how to study.
4) Provide continuous evaluation and feed back to the teacher: The test provides proper
evaluation of the student and feedback also.
5) Helps to achieve particular objectives: The test provide the students to achieve the
related objectives.
6) Helps the teacher to adopt better instructional methods: Through this the teacher can
assess the knowledge level and according to this the teacher can adopt teaching
methods.
 Limitations
1) Tests are often ambiguous and unclear: the questions asked in an indirect manner and it
is not clear to the students.
2) They are either too short or too lengthy: sometimes the test are for a short duration and
sometimes for long duration
3) Tests do not cover the entire content: if a test has to done from a particular unit only some
of the area that might important for the teacher point of view will be asked for the test.
4) Supervision is not proper: sometimes the supervision is not proper because teacher may
be busy with other works.
IV. EXAMINATIONS
 DEFINITION

Examination is an appraisal of ability, achievement or present status in any respect and

it is an instrument used in making such an appraisal (Good)

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 Examination is an assessment of ability achievement or present performance in a
subject and it is an instrument of assessment can be long essay or any method or form of
assessment
(Terry Page & J B Thomas)

 PURPOSES

Examinations serve the following functions;

1. To evaluate the achievement of the students: Examinations are conducted to discover
whether or not the child or student had been able to acquire certain amount of
knowledge or skill.
2. To measure the personality: Examinations are used to test the power of clear thinking,
quickness of mind, calmness and perseverance.
3. To measure the efficiency of teachers and of the school or college
4. To act as incentive: Stimulation to work hard is provided to the students through the
institution of examinations.
5. To help the diagnosis: An examination helps the parents to know the progress of their
children. They help to discover the specific weak points of an individual or class and
thus give an opportunity to the teachers as well as to the taught to remove these effects.
6. To help in prognosis: The examination have prognostic value also with this device the
aptitude of the student are determined.
7. To measure the fitness for admission to a higher course: Examinations are designed
to determine the capacity and fitness of the candidate to pursue higher courses of
general or professional study or training. Examinations which serve this purpose are
called entrance or qualifying examinations. Eg; CET, CAT
8. To help in selection by competition: The examinations are also conducted to select
the best candidate for appointment to pupil service or for award of prizes and
scholarship. Eg: Bank exam.
9. To provide Uniformity of Standard: The external examination facilitates the
uniformity of standards attained by the students of different institutions.

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 10. To help in guidance: Examinations are designed to determine the capacity and fitness
of the candidate to pursue higher courses of general or professional study or training.
11. Study of every subject: The student study all the subjects including where are known
as “dullness” for fear of examinations.
12. Parent’s point of view: Examinations provides an opportunity to the parents to know
where their words stand and whether money spent on them is being utilized properly.
13. To certify competency: A technological society needs a qualified doctors, nurses,
engineers, scientist etc., and the examination system certifies their presence even if
inadequate.
14. To link school with world: Examinations fulfills an important role in linking school
or college with each other and with the world.

i. ORAL EXAMINATIONS(VIVA)

Oral examinations has been traditionally used with practical examinations and in
professional courses in the clinical crease. This type of examinations consist of a dialogue
with he examines who ask questions to the student, usually in an actual or simulated
situations. It is better that oral examinations be evaluated by two examiners to make it
reliable or objective. A pre-determined evaluation system could be used by the examiner.
Time limit must be set for each student.viva voce examination must be done along with
care after a practical examination

Advantages

a) It provides direct personal contact with the examine: the direct personal contact with
the examinee by means of face to face interview or through a telephonic conversation.
b) Provide opportunity for calcifying answers and doubts: by means of face to face
contact the student can clarify the answer and doubts
c) Require the candidate to formulate her own answers: if the examinee is asking
questions from the patient history, then the student has to answer according to his own
ability

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 d) It provides flexibility in moving from strong point to weak points
ii. WRITTEN TYPE TEST
A. ESSAY TYPE
Essay type examination may be one of the oldest type of exam and mostly used
in India every day. Essay type questions permits the people to respond by selecting,
organizing, and presenting the facts he considers appropriate
Definition
 It is a test containing questions requiring the student to respond in writing. It
emphasize recall rather than recognition of the correct alternatives(Gilbert Sax)
 It requires the student to structure a long written response up to several
paragraphs(William w & Stephen G J)
 An essay test presents one or more questions or other tasks that require extended
written responses from the person being tested.(Robert L E & David A F)
Types of essay questions
The essay questions are divided into two types based on freedom of response
allowed by pupil.
a. Extended Response
No restriction is placed on the student as the points he will discuss and the type of
organization he will use. Most important, pertinent and relevant material whatever he wishes
can be used. This type of questions permit a student to demonstrate his ability to recall and
evaluate factual knowledge, organize his ideas in a logical, coherent fashion.
b. Restricted Response
Students will have less scope, limited nature in the form, because he is told
specifically the context in which his answer is to be made. The types of questions tend to be
more objective.
Eg ; differentiate, list down, short answers not more than 100 words etc.
Principles for preparing essay type test

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 1) Do not give too many lengthy questions: While preparing the essay question, it should
be easy to the students to understand the question, lengthy questions may generate
confusion.
2) Avoid phrases. Eg; ‘Discuss briefly’, ‘State everything that you know” etc should be
avoided.
3) Questions should be well structured with specific purpose or topic at a time.
4) Words should be simple, clear, unambiguous and carefully selected: The questions
should be framed in such a way that the task is clearly and unambiguously defined and
can be completed within the stipulated time.
5) Do not allow too many choices: It preferable not to give overall choice on the question,
such as answer any five questions out of eight.
6) According to level of students difficulty and complexity items has to be selected.
Scoring of essay test
The basis for scoring should be determined by the teacher prior to the administration of
the assessments. Direction to the students should specify if penalties will be assessed for errors
in spelling, punctuation and grammar. The following suggestions can help increase the validity
and reliability of essay questions and the reliability of scoring. The scoring of essay test can be
made more objective by preparing a model answer as a common answer against a sample and
revising it, if necessary.
Scoring is of two types. They are Analytic scoring and Holistic scoring.
 Analytic scoring
For analytic scoring, the score is based on the extent to which predetermined essential
components are present. Because it is more structured than holistic scoring. Scores are easier
to justify because students can determine specifically where they made errors or wrote
inadequate or incomplete responses. In analytic scoring, essential parts of the answers are
identified and then parts are scored individually.
 Holistic scoring

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 The response is scored as a whole in comparison with characteristics of answers
representative of the pre-established score level. Holistic score tends to be more subjective than
analytic scoring.
Advantages of essay type
1) Test the ability to communicate in writing, depth of knowledge and understanding.
Students have the liberty to select, organize and present ideas in their own words.
2) The students can have free to communicate, her ability for independent thinking.
Essay questions require students to demonstrate their reasoning and thinking
skills, which give teachers the opportunity to detect problems.
3) The student can demonstrate her ability to organize ideas and express them
effectively in a logical and constant fashion.
4) It requires short-time for the teacher to prepare the test and administer.
5) It can be successfully employed for all the school subjects.
6) They test a teacher’s efficiency and student’s ability including thinking and
problem solving skills, interpretation of the facts, synthesis and analysis etc.
7) It helps to measure the knowledge of language and writing skills of the students.
Disadvantages
1) There may be absence of relevant points even if good verbal ability.
2) Ambiguous wording of questions may be misinterpreted results in guessing and
bluffing on the part of the students.
3) Essay type possess relatively low validity and reliability because of the factors like;
 Contaminated by extraneous factors like spelling, good handwriting, colored
writing, neatness, grammar and length of the answer.
 Biased judgment by previous impression.
 Absence of relevant points if there is good verbal ability.
 Method of examiners: Most of the examiners are not fully read the answers, they
need relevant points.
 First impression: It include the way of preparation, neatness etc.

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  Improper comparison of answers of different students.
 Laborious process both for corrector and for the student.
 Only competent can teachers can assess it.
Model question paper in essay type
1. Classify the method of teaching and list the general maxims of teaching. Describe
lecture method in detail.
2. Describe the Edgar Dale’s cone of experience. Describe the criteria for selection and
for guidelines for preparation of AV aids for teaching-learning method.
B. SHORT ANSWER QUESTIONS (SAQ)
Short answer questions are short and direct questions and the students are expected to
answer in a word or phrase or a numerical response to the question.
 Uses
1) The short answer item is suitable for measuring a wide variety of relatively simple
learning outcomes such as knowledge of terminology, knowledge of specific facts, and
knowledge of principles, knowledge of method or procedure and simple interpretations
of data.
2) Short answer questions are useful to test recall rather than recognition.
3) They are used to test knowledge of factual information.
4) In subjects where names of structures, substance and symbols have to be learnt, the short
answer is valuable assessment.
 Principles of constructing SAQ
1) Do not take statement directly from the textbook. Textbook statements are
frequently too general and ambiguous to serve as a short answer item.
2) When completion items are used, do not include too many blank and should come
at the end of the sentence.
3) Arrange spaces for recording answers on the right margin of question paper.
4) Word the item in such a way so that the required answer is both brief and specific.
5) A direct question is general, more desirable than an incomplete statement.

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 6) If the answer is to be expressed in numerical units, indicate the unit in which answer
is to be expressed.
7) The weight age for each question should be written with the question.
 Advantages
1) Easy to score reliability is improved and quick response.
2) More objective, easy to construct and check.
3) Less time: The short answer question take less time to score.
4) Move coverage of course content and quick reliability of the score is improved.
 Disadvantages
1) Construction of question is very difficult because it is short answer type
2) More time: The short answer question requires more time to prepare.
3) Stability to communicate in writing depth of knowledge and understanding cannot
be assessed.
 Examples for SAQ
1. Types and uses of non-projected AV aids.
2. Role and responsibilities of a teacher.
3. Problem encountered in counseling.
C. OBJECTIVE TYPE TEST
The objective test seek to measure more consistently and accurately the
knowledge of items, concepts, vocabulary facts, understanding and measures only what is
intended to be measured. Objective type item can be classified into those that student to
supply the answer and those that require the student to select the answer from a number of
alternatives. Objective items are highly structured and require the student to supply a word or
two or to select the correct answer from a number of alternatives.
 Definition

Objective test is one that can be provided with a single predetermined test of correct
answer so that objective opinion or judgment in the scoring procedures is eliminated.

(R L Ebel & Frisbe, 1986)

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 Objective test has a clear and ambiguous scoring criteria, because multiple choice and
true-false tests can usually be scored objectively, they are sometimes referred to as
objective tests. (Gilbert Sax, 1989)

Objective tests items are items that can be objectively scored items on which person
select a response from a list of options. ( W. Wiersma and G. Jurs,
1990)

 classification
The objective type tests include the following items;
A. Multiple choice items
B. Matching type items
C. Alternative response items
D. Fill in the blanks
E. Sentence completion items
F. Analogy
 Advantages
1) As the name indicates, they are more objective in their scoring, since the responses of the
students are controlled, and since there can be no doubt regarding correctness of their
responses.
2) They be very comprehensive and can be constructed in a way to cover more subject
matter. Since students does little writing, he can devote his time to thinking process and
can be thereby answer a number of questions compared to essay tests.
3) Economy of time; take less time, saves a lot of time to score.
4) It eliminates extraneous factors, eg; speed of writing, fluency of expression, neatness,
literacy style etc.
5) It measures the higher mental processes of understanding, application, analysis,
prediction and interpretation.
 Disadvantages
1) Takes a lot of time and effort in preparing the test, preparation requires special abilities.

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 2) Provides little or no opportunity for measurement of student ability to organize and to
express thoughts.
3) Guessing is possible.
4) Ability to organize matter, ability to provide matter logically coherent fashion cannot be
evaluated.
 Model question paper in objective type
1. Scale used to assess LOC
a. GCS
b. Visual Analogue
c. APGAR
d. Braden scale
2. Normal volume of CSF
a. 50 ml
b. 100ml
c. 150ml
d. 200ml
 Types of objective test
1. MULTIPLE CHOICE ITEMS
A multiple choice item consists of a problem and a list of suggested solutions. The
problem may be stated as a direct question or an incomplete statement and is called the stem
of the item. The test of suggested solutions may include words, numbers, phrases or symbols
and are called alternatives. The student is typically requested to read the stem and the list of
alternatives and to select correct/ best alternative
Parts of MCQ
These are the most flexible and most effective objective type test item and consist of
two parts.
1) The stem or base: This presents the problem, presented in the form of an incomplete
statement or a question.

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 2) The options/ responses/the list of possible correct answers/possible
distracters/alternatives: The suggested answers other than on correct responses or choice
are called distracters. These incorrect alternatives receive their names from their intended
function to distract students, who are in doubt of the correct answer. The correct answer
is the key.
Directions for preparations
1) Use positive statement in the stem. If negative statement is to be used, then underline it
or write in capital letters, so that it will not be over looked.
2) Stem consists of complete statement, not just a single word: While preparing the multiple
choice question, the statement should be complete.
3) Avoid the use of clues that may suggest correct answers: While preparing item, the clues
should be avoided, because sometimes this may help to getting the correct answers.
4) When dealing with items that have numerical answers, arrange them in order from large
to small or vice versa.
5) Place all common elements in the stem to add up simplicity and compactness the item.
6) Have enough content in the item with less distracter and avoid lengthy stem.
7) Eliminate all unrelated details from an item: While preparing the item remove all the
unrelated details.
8) Be cautious of the use of none of the above as a distracter or as a correct answer.
Advantages
 Ensure objectivity, reliability and validity: Because the number of alternatives is
increased from two to four or five, the opportunity for guessing the correct answer is
reduced and the reliability is correspondingly increased.
 The range and variety of facts can be sampled in a given time.
 Provide detailed feedback for both teachers and students.
 Easy and rapid to score.
Disadvantages
1) It provides little or no opportunity for the measurement of the student’s ability to
organize and to express her thoughts or to handle situations.
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2) Takes a long time to construct in order to avoid arbitrary and ambiguous questions.
3) Difficulty to construct and also require more time space per items.
4) It require careful preparation to avoid question testing only recall: While preparing the
item required, careful and special attention and it only give recall.
5) Provide cues that do not exist in practice.
6) Costly, when the group is small to respond: When the group is small, it may be costly
than other items.
7) Require more time and more skill to prepare: Multiple choice item requires selection of
correct answer and therefore is not well adapted to measuring problem solving skills.
2. MATCHING TYPE ITEMS
These items from a special form, prepared in two columns. One set is called the
‘response column’ and the other is called ‘stimulus column’ the item have to be matched.
The examiner is required to make some sort of association between each premise response.
He pairs the corresponding elements and records his answers.
 Uses of matching test
1) It should be used only when the teacher is constructing multiple choice items and
discovers that there are several such items having the same alternatives.
2) Used, if the teacher is interested in testing the knowledge of items, definitions, dates and
events and other matters involving simple relationships etc.
3) Used to determine whether a pupil can discriminate among nouns, verbs, adjectives,
adverbs etc.
 Directions for preparations
1) The matching item should be of same kind in nature: The statement in the whole set of
matching item should belong to the same kind or nature.
2) Terms used should be stated clearly.
3) More choices should be listed in the right hand column than things to be identified in the
left hand column. This eliminates the possibility of making choices by a process of
elimination.

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4) The terminology in the left hand column should not give clues to the expected response
in the right hand column.
5) If each term in the right hand column can be used more than once, this information should
be included in the instructions.
6) Keep the stimuli and responses columns on the same page: While preparing this item
keeps columns in one page or same page, otherwise it cause confusion to the student.
7) The number of choices should be more than the required answer.
8) Give some heading to both the column like ‘A’ & ‘B’.
9) Items in one of the two columns may be listed in some logical order, but the items in the
other must have a random sequence, so that item position does not give a clue to that
which it matches.
 Advantages
 They require little reading time, many questions can be asked in a limited period of testing
time. Many questions can be asked in a limited period of time. Because they require
relatively less reading time.
 Can be constructed easily and quickly.
 Provides an opportunity to have a large sampling of the content, which ultimately
increases the reliability of the test.
 They can be scored more easily than the easy or short answer test.
 Space can be saved: A great deal of space can be saved and the student usually as less
reading to do.
 There is less scope for guessing as true or false test.
 Disadvantages
 If sufficient care not taken in their preparation, they may encourage serial memorization
rather than association.
 Items are likely to include irrelevant clues to the correct answer: Generally they provide
clues that are items are likely it include irrelevant clues to the correct answer.

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  It is sometimes difficult to get clusters of questions that are sufficiently alike so that a
common set of response can be used.
3. ALTERNATIVE RESPONSE ITEMS
It is essentially a two response item in which only one of the answer is presented
and the student judges true or false of the statement.
 Types
True-false
Yes-no
Right-wrong
TRUE OR FALSE VARIETY
The student is presented with declarative statement that is true or false. The
student is asked to tick mark the correct response and it is easy to prepare comparatively much
less time when compared to matching type or multiple choices
Directions for preparation of true or false variety
1. Give single idea clear and direct in the statement: Give single idea clear and direct in
thoroughly a single concept or idea should be represented in a statement.
2. Avoid using clues like; usually, no, sometimes, should, none, always, nothing, may etc.
Avoid ‘trick’ and ‘catch’ items.
3. Have equal number of ‘true’ and ‘false’ items.
4. Avoid ambiguous statement: Write clear and direct statement.
5. The statement should not be taken directly from the textbook.
6. Avoid using negative statement. When it is used, underline or bold the negative words.
 Uses
1. The structuring of the problem assists both examiner and examinee.
2. Measurement of understanding, interpretation, and evaluation can be done.
3. Can demonstrate thinking and problem solving skills.
 Advantages
1. It is easy to construct alternate response test items than other objective test items.

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 2. Good for young children: This type of test is more suitable for young children who have
poor vocabulary and poor reading habits.
3. They are capable for sampling very quickly a wide range of the subject matter relatively
short space and short period of time.
4. Provide high reliability per unit of testing time.
5. Requires less time and easy to prepare: They are time savers because they allow for
frequent testing and easy to prepare.
6. They can measure the higher mental process of understanding.
7. They provide simple and direct means for measuring the outcomes of formal instructions.
 Disadvantages
1. If they are based on a paragraph, they make a heavy demand on a student’s reading skills.
2. Selecting appropriative interpretive material is somewhat difficult.
3. Guessing is possible: because for the possible chance of getting the wright answer is two
so guessing is possible.
 Model question paper in true or false
I. More women suffer anorexia than men.
 True
 False
II. Hospitals on occasions are good places for the spread of disease.
 True
 False
RIGHT OR WRONG VARIETY
In this variety, usually pairs of words are given. Here the students have been
directed is if two words have opposite meaning write and R in the blank and if not write W.
4. FILL IN THE BLANK ITEM

Fill in the blank item requires the student to produce an answer. The question can
be answered in one or two words. This item often used when the instructors wants the
students to recall or calculate the answer.

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Directions for preparations

A. Keep the length of the blank same.

B. Phrase statements or questions in a similar length.
C. Avoid providing grammatical clues to the answer such as use of ‘a’ or ‘an’.
D. Write completion items that can be answered with one word or phrase.
E. Do not take statements directly from the text or lecture because this encourages
memorization.
F. Keep the length of the blank same.
G. Phrase statements or questions in a similar length.
H. Avoid providing grammatical clues to the answer such as use of ‘a’ or ‘an’.
I. Write completion items that can be answered with one word or phrase.
J. Do not take statements directly from the text or lecture because this encourages
memorization.

Advantages

a. It works well for calculating skills such as in biostatics and in pharmacology.

b. Guessing is not possible.
c. Broad range of item can be tested.
Disadvantages
o Spelling errors can make it difficult to score.
o Scoring may be time consuming: Because students may supply an answer that the
instructor has not considered.
o It is difficult to phrase the questions so there is only one correct answer.
5. ANALOGY

In this type of test the analogy presents a particular idea or relationship and the
student is asked to complete the second part by adding a word, which will convey the
same kind of idea.

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 Using analogies in the classroom is an effective strategy as students tend to find it easier
to understand a lesson when teachers form connections between the new topic and what
has already been taught.
For example: Imagine explaining the function of white blood cells as “the white blood cells
are part of the immune system. When a germ microorganism enters the body, the cells are
triggered to ingest these microorganisms through action of various enzymes.”
It is simpler to explain white blood cells as “soldiers defending our body from invading
structures and instead of using bows and arrows or guns, they use enzymes.”
As we make use of analogies that are familiar to students, we increase retention and
retrieval of information and thus improve and strengthen the learning process.
PROBLEM SOLVING
Introduction
There is a prevailing idea that education provides us with knowledge base that enable
us to deal with life’s problems in our professional work and in everyday life. Problem solving
requires an integrated use of thinking skills which produce novel situations from limited
information. The basic purpose of education is to enable an individual to adopt himself to life
in society which is full of problems.
Meaning
Problem solving is an instructional method or technique where by the teacher and
pupils attempt in a concourse planned and purposeful effort to arrive at some explanations or
solutions to some educationally significant difficulty.
Definition
Problem solving is a method of organization of subject matter in such a way that it
can be deal with through the study of the problem encountered.

 Problem solving is an instructional technique where by the teacher and pupil attempt in
a conscious, planned and purposeful effort to arrive at some explanation or solution to
some educationally significant difficulty (J. Dewey)

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 Problem solving is a process of overcoming difficulties that appears to interfere with the
attainment of a goal. It is a procedure of making adjustments in spite of interference
(Skinner.)

Purposes
 To train the student in act of learning: by explain the concept properly
 To give practical knowledge: through solving the problems
 To discover new knowledge: by raising new questions and new possibilities can help
the student to think in different aspects can gain new knowledge.
 To solve a puzzling problem: it is also another type of problem solving skill
 To improve knowledge of the student: the student is the one solving the problem can
gain the knowledge
 To help in the progress of an individual as well as society: by means of solving the
problem by themselves can manage a situation that occur in his/her community.
Steps in problem solving
Problem solving strategy requires the use of the following systematic steps for its
implementation.
1. Confrontation with the problem: This situation may arise in a natural way or may
be posed by teacher with planned or deliberate efforts. As far as possible this problem
should properly matched the abilities, interest, and capacities of the student.
Some of such problems are;
 No funds for school or college of nursing activities.
 Stray pets near the school or college of nursing.
 Lack of laboratory facilities in the school or college of nursing.
 Traffic problems while reaching school or college of nursing.
 Lack of clinical facilities.
2. Describing and understanding the problem: The problem faced should be clearly
defined and understood by the students for its desired solution. For this purpose, it
should be properly analyzed. The students should feel the need of solving this problem,

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 the purpose served by the solution of this problem and the possible ways of solving
the problem.
3. Gathering relevant information or data: In this step, the students are made to collect
relevant information or data for the probable solution of the problem faced. Useful
discussions may be held for arriving at the probable solution in the class. The students
may be held for arriving at the persuaded to use their previous stock of information
and knowledge, gather new information available records of consultation books and
literature from the library or through any other means available to them. Teacher’s role
is limited to provide valuable guidance in a proper degree at the proper time.
4. Analyzing the collected data or information: In this step, the collected data for
information is analyzed in the light of finding out the probable solution of the problem.
What is relevant to the solution of problem is properly picked up by leaving the
irrelevant one.
5. Formulation of hypothesis or solution: On the basis of the analyzed data or
information relevant to the problem, the students are directed and guide to formulate
probable hypothesis.
6. Selection and testing of a proper hypothesis: Out of the probable plans for the
solution of the problem, the most suitable one is selected. It may be done by taking the
entire hypothesis one by one, discussing and weighing them in terms of their
usefulness and practicability. The most relevant one is then further subjected into
proper testing.
7. Application of the accepted hypothesis or conclusion: Hypothesis after proper
testing accepted as the best possible way of finding the solution for the problem. It
helps, it may be accepted as a valid and reliable conclusion or hypothesis for being
applied in the conclusion or hypothesis for being applied in the solution of similar
problems in identical situations.
Major approaches
 Inductive Approach
 Deductive Approach
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  Analytic Approach
 Synthetic Approach
INDUCTIVE APPROACH
This is a method of a development. In this the student is led to discover truth himself.
The various processes in this method are;
 Observation of the given material
 Discrimination and analysis nothing differences and similarities
 Classification
 Abstraction and generalization
 Application or verification
Advantages
Self-acquired: This is a method of development. So knowledge is self-acquired.
Logical method: It’s a logical method because in this method, the student is led to
discover truth himself.
Provide opportunity: It gives the opportunity of active participation to the students in
the discovery of a formula.
Based on observation: It is based on actual observation, thinking and experimentation.
Reduces dependence: It reduces dependence on memorization and home work.
Gives freedom: It gives freedom from doubt and helps in understanding.
Disadvantages
o Slow and lengthy: The method is slow and lengthy.
o Not helpful: It is not very helpful in case of small children.
DEDUCTIVE APPROACH
The learner proceeds from general to particular, abstract to concrete and formula
to example.
Advantages
 Simple: This approach simplified the teacher’s work.

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  Economical: This method is very economical, saves time and engages both the students
and teachers.
 Improve memory: It improves memory, as the students have to memorize considerable
number of formulas and definitions.
Disadvantages
 Knowledge is not self-acquired and therefore not assimilated properly.
 The student is deprived of the pleasure of self activity and self-effort as readymade
formulae, principles and rules are given to him.
 It fails to develop motivation and interest in learning.
 It fails to develop self-confidence and initiation in students.
ANALYTIC APPROACH
Analytic means the breaking up problem in hand so that it ultimately gets connected
with something obvious or already known to us.
Advantages
 Logical method: It is a logical method, leaves on doubts and convinces the learner.
 Suitable manner: It is suitable method for understanding and discovery.
 The student is throughout faced with questions and thus increases the power at every
step.
Disadvantages
 It is a lengthy method.
 Difficulty to acquire efficiency and speed with this method.
SYNTHETIC APPROACH
It proceeds from known to unknown. It begins with data available or known and
connects them with the unknown.
Advantages
 This method provides for the logical way of thinking in the pupils. The pupils can see
the necessity and sequence of following each step systematically.

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  Good relation between the teacher and the pupil are established and promoted. The
pupil feels free from imposed task of teacher.
Disadvantages
o The pupil can start over-estimating himself. Problem solving in the classroom means
solution of simple problem.
o The method may easily become a seminar method that is too advanced for pupils.

V. SUMMARY
In the above topic we saw about evaluation of knowledge, as introduction and the
definition of evaluation as it is a process of determining to what extent the educational
objectives are realized Teacher is evaluating the students by teacher made test and its
types mainly oral, written practical examination.in the written again classified into
essay, short answer and objective type. In objective type multiple choice items,
matching type, alternate response, fill in the blanks and analogy. From the above ways
the teacher can evaluate the students.
VI. CONCLUSION
Evaluation of knowledge by a teacher is the best way the teacher to understand the
student. Everyone has understanding resources and interests on which to build.
Learning a topic does not begin from knowing nothing to learning that is based on
entirely new information. Many kinds of learning require transforming, existing
understanding especially when ones understanding needs to be applied in new
situations. Teachers have a critical role in assisting students to engage their
understanding, building on learners understanding, correcting misconceptions and
observing and engaging with learners during the process of learning. Thus the teacher
can evaluate the students by means of oral, written and practical test.

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 VII. REASEARCH ABSTRACT

The Impact of Classroom Evaluation Practices on Students

Terence J. CrooksFirst Published December 1, 1988
Abstract
In most educational programs, a substantial proportion of teacher and student time is
devoted to activities which involve (or lead directly to) evaluation by the teacher of student
products or behavior. This review summarizes results from 14 specific fields of research
that cast light on the relationships between classroom evaluation practices and student
outcomes. Particular attention is given to outcomes involving learning strategies,
motivation, and achievement. Where possible, mechanisms are suggested that could
account for the reported effects. The conclusions derived from the individual fields are then
merged to produce an integrated summary with clear implications for effective educational
practice. The primary conclusion is that classroom evaluation has powerful direct and
indirect impacts, which may be positive or negative, and thus deserves very thoughtful
planning and implementation.
VIII. BIBLIOGRAPHY

1. . K.P Neeraja (2003).Textbook of Nursing Education, 1st Edition, New Delhi.Jaypee

brother’s publications; 271-280.
2. I clement (2008).Textbook of Communication & Education technology, 2nd Edition.
Bangalore. EMMESS publications; 254-265.
3. R.Sudha.(2013).Nursing Education principles and concepts. First edition. New
Delhi.Jaypee publications;161-170
4. Sankaranarayan B & Sindhu B. Learning and Teaching Nursing, 4th Edition,
Brainfill; 238-250.
5. R Pramilaa. Nursing Communication and Education Technology, 1st Edition. New
Delhi.Jaypee publications; 410-416
6. Jasprect Kaur Sodhi.(2017). Comprehensive Textbook of Nursing Education. New
Delhi :Jaypee Brothers Medical Publishers
 https://www.nap.edu/read/9853/chapter/15
 OK Bhattacharyya - 2011,methodologies to evaluate the effectiveness of knowledge
translation https://www.ncbi.nlm.nih.gov/pubmed/21130349

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