evaluation strategies conference final
DESCRIPTION
TRANSCRIPT
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GOOD MORNING….
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EVALUATION STRATEGIES –
OVER VIEW
KEY NOTE ADDRESSDr. Mrs. Mary Sulakshini Immanuel
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CONTENTS
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•Objectives• Five key words•Definition•Place of Evaluation in
educational cycle•Historical overview
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•Purpose of Evaluation•Role of Evaluation in
educational cycle• Student Evaluation – What
for•Characteristics of evaluation•Process of Evaluation
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• Common defects of examinations• Selecting evaluation
instruments• Test Blue Print Design• Evaluation Tools – Methods• Trends concerning the
Evaluation of clinical skills
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• Characteristics of constructive feedback• Facilitating behavior of an
Instructor• Interference behavior• Problems of Evaluation• Helping students of learn from
the Test
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• Helping yourself learn from the test• Returning test papers• Dealing with an agrieved student•What do you do with student
who missed the test• Notice to all teachers
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OBJECTIVES
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• Update knowledge regarding various evaluation strategies• Understand different tools and
techniques used in evaluation• Identify different evaluation
strategies and their application in different settings • Discuss basic item analysis and
sociometry
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FIVE KEY QUESTIONS•What •Why •How •When •Who
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DEFINITIONS
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E – ValueIt is a systematic process of
determining the extent to which instructional objectives and qualitative descriptions of learners and value judgment concerning the desirability of that behavior
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Evaluation is a process of determining the extent to which instructional objectives are achieved by learner.
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PLACE OF EVALUATION
IN EDUCATIONAL
CYCLE
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DEFINITION OF OBJECTIVES
PROGRAM IMPLEMENTATION
EVALUATION
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HISTORICAL OVER VIEW
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Examinations and statistics were done 400 BC
1873 :- Nurse Report Cards.Concern over Evaluation.
1921:- Efficiency reports.Students detained on ‘ Whims’ .Long and tortured History of
clinical evaluation.1930:- Check lists – Personality
Assessment.
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1940:- World War II – disuse of checklist
1959:- Self Evaluation1963:- Critical Incident Report1970:- Behavior Checklist1980:- Competency based 1992:- Formative Summative
Evaluation
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WHY! THE PURPOSE
OF EVALUATION
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• Diagnosis • Prediction• Grading• Selection• Guidance• Exploration• Evaluation of teaching• Motivation
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ROLE OF EVALUATION IN TEACHING
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1.Contributes directly to teaching2.Pre assess the Learners needs3.Provide Relevant teaching4.Evaluate the Intended outcome5.Progress of the student6.To improve future learning
experience
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STUDENT EVALUATION
- WHAT FOR
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1. Incentive to learn, motivation2. Feedback to students3. Modification of learning activities4. Selection of students5. Success or failure6. Feedback to teacher7. School – Public relations8. Protection of society
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CHARACTERISTICS OF
EVALUATION
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1.Appropriateness2.Effectiveness
3.Practicability4.Ease administering
5.Ease of Scoring6.Ease of Interpretation
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7. Continuity 8. Objectivity
9. Relevance
10. Test usefulness11. Precise and clear
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12.Adequacy and balanced13. Utility
14. Comparability15. Validity
16. Reliability
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17. Equilibrium18. Equity
19. Specificity
20. Time21. Length
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PROCESS OF
EVALUATION
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• Identify the purpose of Evaluation• Identify the time frame
• Determining when to Evaluate
• Select the Evaluators• Choose an Evaluation design/
model
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• Select the Evaluation instruments• Collect data
• Interpret data
• Report the findings• Consider the cost of evaluation
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COMMON DEFECTS OF
EXAMINATIONS
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• Triviality• Outright error• Ambiguity• Obsolescence• Bias• Complexity• Unintended clues• Conservatism
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SELECTING EVALUATION INSTRUMENTS
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•Measurement purpose• Inference level
• Validity + Reliability
• Feasibility • Effect on students
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TEST BLUE PRINT - DESIGNING
ConsideroObjectives of the course, major
conceptsoThe duration of TeachingoLevel of learning outcomeoWeightage and points
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TEST CONSTRUCTION SPECIFICATION
TABLE
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E.g. Fundamentals of Nursing 4, 5 and 6 units
Content Process Marks Weightage
Knowledge Comprehension Aplication Analysis Synthesis Evaluation Total
Unit 4
10 12 10 4 4 10 50
Unit 5
5 6 5 2 2 5 25
Unit 6
5 6 5 2 2 5 25
20 24 20 8 8 20 100
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Decide:- How many questions, weightage, to be given, how much time for each questions in one hour paper.
Teacher should take the test and allow three times more time to the students
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EVALUATION TOOLS / METHODS OF EVALUATION
Categorized into KnowledgeAttitudeSkills
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COGNITIVE/KNOWLEDGE SUBJECTIVE TESTSoEssay TypeoDescriptive or Narrative Type
OBJECTIVE TYPEoMultiple choice questionoSingle choice questionoMatchingoTrue – False oFill in the blanks
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COGNITIVE/KNOWLEDGEProblem Solving TypeoAssignmentoAnecdotal RecordsoAchievement testsoTeacher made testsoStandardized testsoSimulation
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AFFECTIVE/ATTITUDESoInterviewoAnecdotal recordsoAttitude scalesoRating scalesoCommulative recordoSociometry
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AFFECTIVE/ATTITUDESo Projective TechniqueoAptitude TestsoObservational TechniqueoGroup DiscussionoInteraction reportsoLog Book
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AFFECTIVE/ATTITUDESoVideo tapingoCare PlansoDebateoPosition paperoCritical incidentoSeminar presentationoCritique presentation
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PSYCHO MOTOR/SKILLS
• Performance Appraisal• Critical incident Technique• Cumulative record • OSCE or OSPE Methods• Observational Technique• Self Report• Anecdotal notes
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STUDENT EVALUATION
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TRENDS CONCERNING
THE EVALUATION OF
CLINICAL SKILLS
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Greater emphasis on relating objectives to evaluation.
More focus on student learning as the function of clinical evaluation.
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Increased attention to the clinical evaluation process as a vehicle for instructional improvement
More involvement of the students in clinical evaluation
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Provision for observers training to improve reliability among faculty evaluation
Increased use of stimulation techniques
Use of patients records as instrument for clinical evaluation
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Renewed efforts towards dealing effectively with the issue of grades and clinical evaluation
Combined clinical evaluation methods for more comprehensive evaluation
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CHARACTERISTICS OF
CONSTRUCTIVE FEEDBACK
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Feedback should be descriptive rather than evaluative
Specific rather than generalFocus on behavior rather than on
personalityFeedback involves sharing of
information rather than giving advice
Well timed
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Amount of information is limited to what recipient can use
Feedback be solicited rather than imposed
Feedback can be verified or checked to determine degree of agreement from others
Avoid collusion
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FACILITATING BEHAVIOR
OF AN INSTRUCTOR
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Positive feedback
Honest feedback
Constructive criticism
Clearly defined expectations
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INTERFERENCE BEHAVIORInsufficient feedback
Only negative feedback
Lack of clearly defined expectations
Late returning papers
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PROBLEMS OF
EVALUATION
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Leniency errors Vs stringencyHalo ErrorRecency errorSubjectivityErrors of Central TendencyPersonal prejudice MistakesInaccurate appraisal
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HELPING STUDENTS
TO LEARN FROM THE
TEST
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Make them to study the subjects.
Constructive feedback from the teacher guides and corrects.
Students see their progress helps build self efficacy.
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HELPING YOURSELF
LEARN FROM THE
TEST
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Helps to diagnose student weakness
Reveal areas of teaching failed to achieve its purposes
Recognize students problems in understanding
Improve the test
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RETURNING TEST PAPERSDiscussion the test in worthwhile
use of timeHelp students to assess their own
learningDiscuss common errors and suggest
strategies to avoid such problemsExplain what answers are expected
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DEALING WITH AN AGGRIEVED
STUDENT
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Be calmListen to the complaints If grade to be changed, do it If not, help the student to find
alternative models of studyAsk them to write the complaint
in a paragraph to be considered
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What do you do about the student who missed the
test?Only take the average of the
test she has done..
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ITEM ANALYSIS
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PURPOSES• This tells us;1. How easy is the item, how many students
answered it right.2. Is the item measuring the same thing as the
rest of the test.3. Does it discriminate between the good and
weak students.4. It gives feedback information to improve the
items for future reuse.5. Helps to eliminate defective items.
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NOTICE TO ALL TEACHERS
You are reminded that evaluation of education must begin with a clear and meaningful definition of its objectives
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We don’t care how hard the students tried, we don’t care how close she got… Until she can perform she must not be certified as being able to perform.
R.F. Mager
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THANK YOU