evaluation of learning and teaching

8/2/2019 Evaluation of Learning and Teaching

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EVALUATION OF LEARNING AND

TEACHING

Marlon R. Calma, R.N.


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Learning Objectives:

At the end of the discussion the

listener will be able to:

Define and give the purposes of

evaluation in academic and in clinical

setting.

Enumerate the steps in evaluation and

explain how it varies in teaching and inlearning.

Discuss points on how to effectively

evaluate the students and the teacher.


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Topics of discussion:

Evaluation defined

Purposes of Evaluation

Steps in evaluationCriteria for selection of Evaluative

Devices

Evaluating Students PerformanceEvaluating the Teacher


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Introduction:

Have you ever helped a child with a school

assignment?

Been asked by a co-worker for advice on a

project?

Offered suggestions in your institution.


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Evaluation:

In education, it is the process of judging the effectiveness of

educational experiences through careful appraisal.

It involves measurement but is different from it.

Measurement is appraisal in terms of fixed standard, whereasevaluation implies the use of relative and flexible standards.

Involves a continuous process of collecting, recording,

assembling and interpreting information.

Made in relation to the objectives that has been previouslydetermined by the faculty, individual teachers and students.

It is a process by which those concerned with goals, processes

and programs collect data, make judgments and revise as

necessary.


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The Centrality of Evaluation

In Teaching and Learning

For the teacher is continually concerned about the

effect on her students of what they and she isdoing. And the teacher continually seeks to find

ways in which both she and the individual student

can determine the extent to which then student is

really mastering the ability to use the ideas andskills developed not only in a particular course but

in the curriculum as well.


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The Centrality of Evaluation

In Nursing

the very essence of nursing requires the nurse toevaluate constantly the patients nursing needs as

well as her own activities in meeting these needs,guiding the patients in his own evaluation of his

own health needs, determining how well he ismeeting them and planning with him to maintainan optimal level of health.


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The Complexity of Evaluation

In Teaching and Learning

Evaluation is a much broader concept than markingand giving grades at the end of a course. Thus,evaluation includes both measurement andappraisal

1. Measurement is qualitative.2. Appraisal is concerned with the values derivedfrom the exercise of judgment, insight,understandings and the subjective elements of

value judgment.


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The Complexity of Evaluation

In Nursing

Evaluation in nursing require more than theevaluation of the cognitive outcomes of knowledgeand understanding; it requires evaluation of thestudents personal traits, because nursing is a

personal service, one in which interpersonalrelationships are important; and personality playsan important role in establishing effectiverelationship with patients.


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I. Purposes of Evaluation:

1. To determine the level of knowledge and understandingof the student in her classes at various times during thesemester.

2. To determine the level of the students clinicalperformance at various stages.

3. To become aware of the specific difficulties of individualstudents, or of an entire class, as a basis for further

teaching.4. To diagnose each students strengths and weaknessesand to suggest remedial measures which may be neededto help the student bring their full potential in learning.

5. To encourage students learning by measuring their

achievement and informing them of their success.


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I. Purposes of Evaluation:

6. To help students to acquire the attitude of, and skills in,self evaluation.

7. To help the students to be become increasingly selfdirecting in their study.

8. To provide the additional motivation of examinations thatprovides opportunity to practice critical thinking, theapplication of principles, the making of judgments, etc.

9. To estimate the effectiveness of teaching and learning

techniques, of subject content and of instructional mediain reaching the goals of her course.

10.To gather information needed for administrative purposes,such as selecting students for honors courses, placementof students for advanced standing, writingrecommendations, meeting graduation requirements, etc.


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II. Steps in Evaluation:

If we consider teaching, like any intelligent activity,

as having three aspects:

1. What do we seek to achieve (objectives)?2. How do we propose to achieve these objectives

(procedures)?3. What have we achieved (outcomes)?


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1. Stating objectives.2. Defining changes in behavior expected as

educational outcomes.

3. Listing and briefly describing situations that giveopportunity for the expression of the behaviordesired.

4. Developing appropriate and systematic means of

eliciting kinds of behavior implied in objectives tobe evaluated.

5. Deciding on ways of recording and summarizing(scoring, rating or describing) behavior and thebasis of evidence collected.


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6. Checking validity, reliability and difficulty of the

measures used.7. Establishing conditions that permit the student togive her best performance.

8. Assigning scores on the basis of the above

steps.9. Developing methods of interpretation.


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III. Criteria for Selection of

Evaluative Devices

The major criteria used in selecting and/ordeveloping tests relate to:

1. Sampling of the objectives2. Sampling of the content

3. Validity4. Reliability5. Practicality6. Usefulness

C l d E l ti


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Commonly used Evaluative

Devices:

1. Essay Examinations- highly regarded by

college instructors because it is believe to be

capable of measuring the higher mental

processes involved in selecting and organizingideas, formulating and supportive hypotheses,

logically developing an argument and writing

creatively.


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Improving the quality of essay questions:

Should be structured and limited inscope.

Questions which ask the students to tellwhy, criticize, explain, compare,

etc.

The use of open book examination helpsto evaluate the ability of the student to

find, assess and use information rather

than to simply recall or restate it.


Devices:


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Improving the reliability of essay tests: Read the same questions and answer in all

papers rather than one complete paper at a

time. Code papers, instead of using names while

reading papers.

After reading each answer, sort the papers in to

several piles. Make the judgment that this paperiis the best, better, average, poor or failing.

It is better not to give students an option onquestions (such as answering 4 questions out of

8).


Devices:


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2. Objective Examinations- use to seek more

objective measurements of learning and

teaching results. Consist of a large number of

questions and statements. The mostcommonly used objective tests are:


Devices:


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Examples:

True or False

Multiple ChoiceCompletion (sentence)

Single answer or multiple

recall(enumeration)Matching

Identification


Devices:


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Advantages:

More reliable than essay or other types.

Effective means of teaching and testingbecause they save time and yield more

reliable, valid, fair and impartial results.

Eliminate most of the objectionablefeatures of the essay type.

Can be scored in less time.


Devices:


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Disadvantages:

It provides little or no opportunity for themeasurement of the students ability to

organize and to express her thoughts orto handle situations.

More time is required to prepare goodobjective than essay questions.

In construction of objective-test items,there is always a tendency to make them

more or less factual.


Devices:


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Preparation of Objective Examinations:


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3. Objective problem Situation Test-test critical

thinking and ability to apply scientific

principles. The one that describes a situation,

not previously presented to the students, withsufficient detail to point up the problem

involved. Following a description of the

situation, possible solutions or conclusionsand a series of plausible reasons supporting

these solutions are given.


Devices:


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Advantages: They can be used to represent those patterns of

behavior that constitute nursing competence,

and they can specify accurately acceptable levelof competence.

Less time consuming.

Useful to determine ability to apply principles to

new or related situations. The type of errors made by the students in the

use of basic principles and concepts can be

analyzed more easily.


Devices:


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Disadvantages:

Less time consuming to prepare

Require great skills to prepare valid,reliable problem situations.


Devices:


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4. Standardized Test-this are Tests and Scales

that have met the criteria of testing.

Three types:

Intelligence tests- usually attempt to indicate the

capacity, the brightness or the native intelligence of the

individual as compared with the norm for her age.

Prognostic tests-intended to discover the possibilities

of a students success in some specified area.

Achievement tests- designed to indicate the

accomplishment of the student in particular subjects or

areas of the curriculum.


Devices:


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5. Rating scales-methods of recording

interpretations of behavior.

6. Modified rating scales and observational

techniques for evaluating nursing

performance.


Devices:


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IV. Evaluating Students Performance

Themes, reports, notebooks and similar

material are used widely as evaluation

devices. They are important both as an

educational tool and as evaluation device.


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V. Evaluating the Teacher

The teacher who wishes to learn more about

her over-all effectiveness as a teacher has

access to several sources of information:

Tape and video recordings

Observation by a colleague

Student opinion

Teacher self evaluation


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1. Tape and Video Recordings- may be made of

one or more class sessions and used as a

means of evaluating the behavior of both

teachers and students. This tape may reveal:

The extent of student participation

The quality of student comments and

questionsStudent behavior

Teacher contribution to class period



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2. Observation by a Colleague- having one

colleague sits in on several classes and later

gives frank appraisal of strengths and

weaknesses.



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3. Student Opinion- Guthrie, whose work

reflected the most extensive research in

faculty ratings by students, argues that

student evaluations, when carefully andproperly handled, provided the best criterion

of quality instructions.



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4. Teacher Self Evaluation- introspective

analyses of ones teaching practices are useful

whether or not the evaluative activities are

undertaken.



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Evaluating a Supervisor:

EVALUATING STAFF NURSE


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EVALUATING STAFF NURSEPERFORMANCE

Advantages of Performance Evaluation

1. Provides the opportunity to define the job so that both the supervisor and the

employee have the same understanding of what is to be done. This includes

establishing the expectations of how it is to be done, as well as developing the

standards which will be used in the formal evaluation process to apply the

pertinent ratings.

2. Provides the opportunity to review the period of evaluation and to discuss

both negative and positive aspects of employee performance and to

acknowledge meritorious performance.

3. Provides the opportunity to redefine the requirements for the next evaluation

period, as necessary.

4. Permits the supervisor and the employee to discuss upward mobility and/or

identify training needs.



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Method of Evaluation

1. Employee performance is rated for each performance

factor on the approved form on the basis of performance

expectations determined by the supervisor.

2. Upon appointment, the employees supervisor will provide

the employee with a copy of the job description describing

the qualifications, essential functions, duties and

responsibilities of the position.

3. Performance expectations for each of the performancefactors should be provided to the employee to allow the

employee to meet the work expectations after appointment

or assignment to a newly created or significantly modified

position.




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Who Will Do the Evaluating?

The immediate supervisor rates the performance of his/her

subordinates. Input from peers and subordinates may be used

and evaluation methods may vary, but it should be

understood that the supervisors rating is the rating which willbe used.

On some factors, when it is not possible to actually evaluate

the performance, supervisors are encouraged to state that

they have not had the opportunity to observe this factorrather than rate without information.




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Frequency of Formal Evaluations

Informal performance evaluations occur on an almost daily basis for most

employees. Every time a supervisor communicates with an employee

regarding his/her work, an informal evaluation has occurred. Its important

for supervisors to document informal evaluations to assist them in

producing the formal evaluation.

Formal evaluations refer to those times when a written performance

evaluation is produced and reviewed with the employee. Formal reviewsshould occur at least annually.




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Developing Evaluation Standards

Rating values (Unsatisfactory through Outstanding) are

defined at the bottom of the evaluation form. The following

performance factors are listed:

1. Quality of Work

2. Quantity of Work

3. Job Knowledge4. Working Relationships

5. Supervisory Skills




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A. Halo/Horns Effect

The Halo effect is the tendency to generalize from one specific positive

employee trait to other aspects of the individuals performance.

The Horns effect, on the other hand, occurs when a particular negative

trait or behavior blinds the supervisor to strengths of the individual being

evaluated.




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B. Similar to Me and Contrast Errors

Similar to Me errors are most likely to occur in a situation where obvious

similarities exist between supervisor and the employee. If you find your

rating in terms of any kind of stereotype such as college educated people

are brighter than those without degrees or people who enjoy theoutdoors are better adjusted then you are probably making this kind of

error.

Contrast errors take several different forms. In this type of situation, the

supervisor rates employees who differ from himself/herself lower than

they should be rated simply because they are different in terms of

attitude, sex, ethnic background, education, etc.



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Evaluating patients learning:

Evaluation of teaching-learning is a twofold

process:Determining what the learner has

learned.

Assessing the nurses teachingeffectiveness.


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Benefits of Client Teaching:

Improved quality of care.

Shorter length of hospital stays.

Decreased chance of hospitalreadmission.

Greater compliance with prescribedtreatment regimens.



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The following strategies can be used to

evaluate client learning:

Oral questioning.

Observation.

Return demonstration.

Written follow-up (e.g.questionnaires).



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Several activities can be used in evaluating

teaching effectiveness:

Feedback from the learner.

Feedback from colleagues.

Situational feedback.

Self-evaluation.



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Thank You!!!

evaluation of learning and teaching

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