Bere e E N T O ™

designed to help the teacher find

out how much and how well the
students are learning. It is
concerned with the differe
approaches that measu
educational effectiveness
to provide feedback wit
any intent to give a gra
act of considering or examining
something, like the teaching and
learning process tn healthcare
education, in order to judge the
value, quality or importance of a
thing, or an endeavor. The data
that are gathered and
summarized deal with “how
effective are the teachers
teaching” and the basis is usuall
 FACTORS THAT MAKES
EVALUATION DIFFICULT
¢ DIFFERENCES that exist between simulated
setting where mistakes are allowed to be
committed as part of the learning experience
and the reality setting where a mistake maybe
fatal due to the fact that lives of real people
are at stake here. +
fT Wa ~
Expectation VS Reality® ° Fe
 FACTORS THAT MAKES
EVALUATION DIFFICULT
¢ TIME of more than a few days that
has lapsed between the practice in
the simulated setting in the nursing
arts laboratory and the actual =~
performance in the <> a
clinical area. eo
Sy, ay
¢ The most important outcome is
CHANGE in health-related behavior
¢ Test psychomotor
¢e Nurse must document (for legal and
accreditation purposes)
1. Process (formative) evaluation
2. Content evaluation
3. Outcome evaluation
4. Impact evaluation
5. Program evaluation
 PROCESS (FORMATIVE) EVALUATION
¢ Adjustments are made in an
educational activity as soon
as they are needed.

¢ “how can teaching be

improved to facilitate
learning?”
 CONTENT EVALUATION
¢ Designed to find out if the
learner has acquired the
knowledge and skills tha
have been taught thro
return demonstration
or cognitive tests.

¢ “Were the specific objectives met?”

Outcome (summative) evaluation
¢ Determines the effects or
outcome of the teaching
effort and sums up wha
happened as a result of
the educative proces
¢ “Was teaching
appropriate?”
¢ “did the individual learn?”
 Impact evaluation
¢ Aims to determine the effects
of the educational
program on the instituti¢
or community and is
it worth continuing.
¢ It focuses on the goal of
the course.
* Most extensive and time intensive _
 Program evaluation
* Designed to assist an audience
to judge and improve the
worth of the program
* Generally focusing on the
overall goals rather
than objectives
encompassing all aspects
of educational activities
(learners, teachers, etc)
- One Minute Paper
This technique is usually used during the
CRS aA A Ae AO)a Rl (RSAA AY
teacher asks the learners to write down in
one half sheet of the paper the answers to
two questions (Angelo and Cross, 1993)

“ what was the most tmportant ally” 40U

learned today’’? |
 a yeany
Opi Paraphrasing

Directed paraphrasing is a technique that

requires students to “ state in their own
words”? what they just learned. This shows
eS AO
comprehension and their ability to translate
information. Par ra by 5 ing

at pppst.com
The use of app
useful technique in v
learners are asked to note
index card one possible apg
principle, theory or new
has been recently taught
Multiple- Chett———
Questions
The multiple-choice test is a very flexible
assessment format that can be used to
measure knowledge, skills, abilities, values,
thinking skills, etc. Such a test usually consists
of a number of items that pose a Bae to
which students must se
among a number of-eroice:
A multiple choice test T tructed of
multiple choice items, which consist of two,
sometimes three, parts.

What is the radius of the circle you'd draw with a compass set at |
fem inch?

. 2 inch
. About 3.14 inches Distracters
Options . 2 inches
.linh +_— Key
Sere eee a at Ca CT eae ae
part to which the student is to respond.

stThe Options are the choices from which

examinees are to choose.

ws is the correct or best choice; the

Distracters are incorrect or less
choices.
 As a nurse educator conducting health
education classes among a group of no vead, no
write peasants, what percentage of ae
teachings will be remembered if you ask them
to actually perform the proper way of washing
their hands after using
&) 1LO%
eo) 30%
SD) 7O%
&) 20%
Se qO%
) SO%
* Test for Application—
The best site for administering vitamin K
injection to a new born Is in:
Gluteus minimus
Deltoid muscle
Gluteus maximus
Vastus lateralis
Cs meee
An orthopedic patient is placed in high
Fowler’s position. What data would indicate
the need to reassess the situation and maybe
reposition the patient?
Coughing and expectoration
olnability to rest
Decreased use of the accessory wi
Increased chest expansion
 1 ARE MULTIPLE CHOICE
EXAMS AN ACCURATE MEAG
Avoid negatively stated stems Wy} )
because they make the question F mS Kae
more confusing. A, YES
~oWhen using the word “except”
it should be in uppercase OR t Ad
underlined: like EXCEPT ov A Mi 8
Aaa
“all of the above” or “none of HAW Ta:
the above” should be used Moe
sparingly.
It is better to use only three
options than include nonsense
 Options should be grammatically consistent
with the stem.

SB Options should be fairly short and of the same

length.

ee Place options in logical order like ascending or

descending order ov alphabetical ovder for
single-word items. Avoid the use of qualifying
terms- like all, always, and never usually
indicate negative statements and sometimes,
usually, often and generally ave often found in
true statements.

tO Avoid setting “patterns” for answers like 6 and

c as the correct answers; they should be evenly
distributed among the letters a,b,c and d.
True -False questions test the lowest levels of
learning which are knowledge and
comprehension and have limited use for
nursing exams but can be used to test patient
Za AC CLM UAOl LCA eS cine (Naat ACE

Take aQuiz tow

D

the answers?
TrUe or
False?
 A. Phlegmic Green «_ Tan

B. Spermish White al

A os | Ng C. Manuric Brown ~~ peer ra rae

aS
nt

|
D. Menstrual Red SS”

es
Matching questions are the lowest level
knowing which test knowledge, specifically
recall of the relationships between two things
such as dates and events, structures and
functions, terms and their definitions. They
are set up as two lists, with the premises
usually on the left and the answers on the
right. The number of responses should exceed
the number of premises.
GS57 UME) mel aia
Essay type questions test the highest levels of
knowing which are analysis, synthesis and
evaluation but are used sparingly because they
are time-consuming to answer as far as
students are concerned and time- OE aa
to score. ~% ae
Process(For
Evaluation
In process (formative) evaluation,
adjustments are made in an educational
activity soon as they are needed (as in
personnel, materials, facilities, learning
objectives ov even one’s own attitudes).
“How can teaching be improved to facilitate
learning?”
SOLA at a Anta AVAIL ate) a
Content evaluation is designed to find out if
the learner has acquired the knowledge and
skills that have been taught through return
demonstration or cognitive tests.
“Were the specific objectives met as a result
of teaching?” ov “Did learners achieve the
specified objectives? Books have value beyond “content”
x) Outcome Evaluation
Outcome (summative) evaluation
determines the effects or outcomes of the
teaching efforts and “sums up” what
happened as a result of the educative
process. It focuses on course Da and
measures Changes occur Ee
teaching and learning.
 et determining o ,
mal program on the
Mmunity and s We
Geemecuses on the goals of
BeeePINCe TIS |S Somexpens ive dame
e-intensive, this evaliag———ellS |
coursesandsprograms déam
patient tare and. cost - ci ia
healthcare. ee
~ Program Evaluations —)

> Program evaluation is designed to assist

an audience to judge and improve the
worth of some object like an educational
program”. Abruzzese (1978) states the
scope program evaluation is broad,
generally focusing on the overall goals
rather than on the specific objectives
encompassing all aspects of the
educational activity (e.g., learners,
teachers, institutional and community
representatives)
EVALUATION OF STUDENT LEARNING

Multiple choice questions

True or False questions
Matching questions
Essay type questions
 Multiple choice

- commonly used in licensure and

certification exam
- easy to score manually and by V
electronics.
- critical testing can be tested if
the learner uses multilogical
thinking.
 Multiple choice
* types
a. test for comprehension
Ex. A CBR w/o BRP patient tells the nurse that he Vv
wanted to defecate. What should the nurse do?

a. Assist him at the toilet with extra precaution for

fall
b .Instruct the watcher to accompany the patient
inside the toilet
c. Offer bedside commode and explain the procedure
d. Refer it to the physician and wait for further
orders
“ee
 Multiple choice
¢ types
b. test for application

Ex. The best site for administering VW

Vitamin K injection to a newborn is in:
A. gluteus minimus
B. Deltoid muscles
C. Gluteus Maximux
D. Vaslus Lateralis
 Multiple choice
* types
c. test for evaluation

Ex. When assessing a woman’s lochia \ )

on the 6th postpartum day, what would the
nurse expect to find?
a. lochia rubra
b. lochia alba
c. lochia serosa
d. absence of lochia
 Multiple choice

* parts
a. stem — questions
- incomplete sentence WY

b. option — answer
- distracters
 Multiple choice
Example:

What is the proper way of preparing post i

operative bed?
A. Fanfold the top sheet to the foot part
of the bed
B. Place extra pillow at the foot part of
the bed
C. Place the pillow against the headboard
D. Miter and tuck the headpart of the top
sheet
ae
 Multiple choice
Example:

The nurse determines that the primary objective

of doing nurses’ rounds is: Vv
A. To determine patient’s present
condition
B. To check intravenous fluid infusion of
the patient
C. To establish rapport with the patient
D. All of the above al
 Multiple choice

Guidelines:
° Avoid negatively stated statement !
because they make the question \® ™
more confusing.
¢ When using the word “EXCEPT”, it
should be emphasized (underline
bold, or uppercase)
 Multiple choice

Guidelines:
° “All of the above” or “non of the
above” should be used sparingly
¢ It is better to use only 3 options
than include nonsense distracter
 Multiple choice

Guidelines:
* Options should be grammatically
consistent with the stem
¢ Options should be fairly short and
of the same length.
 Multiple choice

Guidelines:
¢ Place option in logical order like
ascending or descending order or
alphabetical order for single-word
items.
 Multiple choice

Guidelines:
Avoid the use of qualifying terms ( ~
(all, always, never). It is usually andl@ @
generally found in true statements. —
Avoid setting “patterns” for
answers like B and C as the correc
answer. Answers should be even
distributed.
True or false questions

- It test the lowest level of learning

which are knowledge and
comprehension

can be use to test patient learning

or ancillary staff learning
True or false questions

Guidelines:
.. 1. Word or express the
statement so that it is
clearly understood as
either true or false.
2. the test item should contain
only one idea
3. Avoid use of qualifiers
4. Introduce variations
 Matching questions

° Lowest level of knowing

° Test knowledge specifically recall of
relationships between 2 things
¢ Easy to constract and score
 Essay Type Questions
- Test the highest level of knowing (analysis,
synthesis, evaluation)
- Types:
a. restricted
b. extensive