ASSESSMENT and EVALUATION

Evaluation is the act of considering or

examining something, like
the teaching and learning
process in healthcare educa-
tion, in order to judge the
value, quality or importance
of a thing or an endeavour.
The data that are gathered and
summarized deal with “how 1.
 effective are the teachers teach-
ing” and the basis is usually
through grades that are given
to students.
Assessment is designed to help the
teacher find out how much and
how well the students are learning.
Assessment deals with the different
approaches that measure educational
effectiveness basically to: 2.
 provide feedback without any intent to
give a grade.
A. Learning assessment of Students:
The clinical area is an anxiety provoking
and stressful environment for both the
teacher and the learner.
Factors which make evaluation of student
learning quite difficult:
1. Differences that exist between simulated
setting where mistakes are
allowed to be committed as part 3.
 of the learning experience and the
reality setting where a mistake may
be fatal due to the fact that lives of
real people are at stake here.
2. Time of more than a few days that
has lapsed between the practice in the
simulated setting in the nursing arts
laboratory.
Some techniques Used for Classroom As
sessment: 4.
1. One minute paper- this technique is
is usually used during the last three
minutes of the class where the teacher
asks the learners to write down in one
half sheet of paper the answer to two
questions (Angelo and Cross, 1993):
This technique allows the instructor to
find out which points need to be
clarified and to develop the skills of:
metacognition, analysis, synthesis, 5.
 and critical thinking in the quickest
time possible. Ex. Are:
The most important or interesting thing
I learned in class today was…
After today’s class discussion, I am
confused about…
2. Muddiest point (Mostellert, 1989) –
is very easy and quick to use where the
teacher asks, “What was the muddiest
(most unclear) in today’s lesson?” 6.
This classroom assessment technique is
most helpful in introductory level courses
or totally new lessons.
3. Directed paraphrasing- is a
technique that requires the students to
“state in their own words” what they
just learned.
This shows their level of understand-
ing or comprehension and their ability
to translate information. This is 7.
 one of the more important skills that a
nurse must learn to be able to translate
into laymen’s terms the medical and nur-
sing jargon information to make it easy for
the client to understand.
4. Application cards – another useful
technique in nursing where the learners
are asked to note down on an index card
one possible application of any principle,
theory or new information that has been
recently taught by the instructor. 8.
 The responses are immediately read in
class and the best responses may be the
ones that will be shared in class.
This is an effective way of helping
learners apply theories learned to
actual situations and be able to see
the relevance of what was learned.

B. Methods of Evaluation Of Student

Learning 9.
 Learning objectives should be the basis
of evaluation and test is administered and
graded (De Young, 2003).
1. Multiple-choice questions – most
commonly used in licensure and
certification examinations because
they are often easy to score manually
and by computer.
Some people claim that these types of
exams can not test the higher 10.
levels of learning and critical thinking
skills (Masters, et al. 2001).
But according to Morrison and Free
(2001) have contended that as long as
the learner uses multilogcial thinking in
answering the multiple choice items, cri-
tical thinking can be tested.
Test for Comprehension: (sample)
As a nurse educator conducting health
education classes among a group of 11.
of no read, no write peasants, what
percentage of your teachings will be
remembered if you ask them to actually
perform the proper way of washing their
hands after using pesticides?
a.) 10% b.) 30% c.) 70% d.) 20%
e.)90% f.) 50%
Test for Application:
The best site for administering Vitamin K
injection is in: 12.
a.) gluteus minimus
b.) gluteus maximus
c.) deltoid muscle
d.) vastus lateralis
Test for Evaluation:
An orthopneic patient is placed in high
Fowler’s position. What data would indi-
cate the need to reassess the situation
and may be reposition the patient? 13.
 a. coughing and expectoration
b. inability to rest
c. decreased use of the accessory
muscles
d. increased chest expansion
A multiple–choice question has two parts:
1. stem-is the question itself; can be
worded as a question:
Which phrase best defines atelectasis?
a. A collapsed portion of the lung 14.
 b. Fluid in the lung
c. Fluid in the pleural space
d. Outpouching in the bronchial wall
incomplete statement:
Atelectasis can best be defined as
a. a collapsed portion of the lung
b. fluid in the lung
c. fluid in the pleural space
d. outpouching in the pleural wall 15.
Note: Punctuations in the options should
be grammatically compatible with
the stem. In he second stem, each
option completes the sentence so
that the options are not capitalized
and ends with a period.
2. options-possible answers or solutions
3. answer-the correct option
4.distracters-the incorrect options 16.
What to avoid:
1. Avoid negatively stated stems beca-
use they make the question more con-
fusing.
2. When using the word except it should
be in uppercase OR underlined:
EXCEPT or except
3. All of the above or none of the above
should be used sparingly. 17.
4. It is better to use only three opt-
ions than include nonsense distrac-
ters.
5. Options should be grammatically con-
sistent with the stem.
Example:
a. fats are being burned for energy
b. blood sugar is very high
c. ACTH levels are sometimes elevated d.
protein is being metabolized. 18.
6. Options should be fairly short and of
the same length.
7. Place options in logical order like as-
ending or descending order or alpha-
betical order for single-word items.
8. Avoid the use of qualifying terms-
like all, always, and never usually indi-
cate negative statements and some-
times, usually, often and generally are
often found in true statements 19.
9. Avoid setting “patterns” for answers
like b and c as the correct answers;
they should be evenly distributed
among the letters a, b, c & d.
11. 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 20.
 learning or ancillary (support worker
who provides nontechnical assistance
to the core (main or primary workers
in an industry or profession) staff
learning.
Word or express the statement so that
it is clearly understood as either true or
false.
The test item should contain only one
idea. 21.
 Avoid the use of qualifyers like always,
never, etc…
Introduce variations (modifications) of
true or false questions like:
a.) ask the learner to state the ratio-
nale or reason why the item is true
or false.
b.) ask the learner to rewrite false
statements to make them true. 22.
111. Matching Questions-the lowest
level of knowing which test know-
ledge, specifically recall of the
relationships between two things
such as dates and events, struct-
ures and functions, terms and their
definitions.
Although easy to construct and
score, they should be used spa- 23.
 ringly.
They are set up as two lists, with
premises usually on the left and the
answers on the right. The number of
responses should exceed the number of
premises.
IV. Essay type Questions-test the
highest level of knowing which are
analysis, synthesis, and evaluation
but are used sparingly because 24.
 they are time-consuming to answer as far
as student are concerned and time-
consuming to score.
Restricted response items or short-
answer questions put limitations to the
type of response requested…”describe in a
few sentences”…explain the two
processes involved in”…
Extended response questions or full essay
questions (Oermann, 1999). An “Compare
and contrast two 25.
 theories of death and dying, and describe
the nurses’s role in supportive care based
on her theory of choice”.
Two approaches in scoring essay
questions:
1. Point method-also called analytic
method the instructor makes a
list of the elements that must
be included and assigns points.
Example: In a 20 point essay, the 26.
 and points might appear this way:
a. Discuss the 3 most important
factors in educative process (10
points).
b. Compare and contrast the roles of
the teacher and the learner in the
traditional versus the contemporary
methods of teaching (10 points).
If not all points were discussed 27.