Notes on evaluation part ii

EVALUATION AND ASSESSMENT
IN NURSING EDUCATION
Part - 02
Mrs. Babitha K Devu
Assistant Professor
SMVD College of Nursing

Assessment Methods
& Techniques
Assessment methods and techniques
depend on the domain to be examined.
However it is not practical to assess
each domain independently. The
examination tool can be selected based
on the major domain to be tested.
There are mainly three domains under
which the student’s performance is
assessed. They are mainly cognitive,
psychomotor and affective domains.

Assessment Methods
& Techniques
Classification of Evaluation Techniques:
All techniques of evaluation can be
broadly classified into two categories:
1. Quantitative Technique
2. Qualitative Technique

Assessment Methods
& Techniques
1. Quantitative Technique:
They are mainly used in educational
evaluations. These are highly reliable
and valid. The quantitative tests can be
classified into –
a. Oral Techniques
b. Written Techniques
c. Practical techniques

Assessment Methods
& Techniques
2. Qualitative Technique:
These are used in schools and colleges for internal
assessment. These techniques are subjective
and are less reliable. The techniques used are –
a. Cumulative record
b. Anecdotal record
c. Observation Technique
d. Checklist
e. Rating scale

Assessment Methods
& Tools
DOMAIN
METHOD
S
INSTRUMENT/TOOL
COGNITIVE/
KNOWLEDGE
Written
Essay type questions
Short answer type questions
Multiple choice questions
Oral Viva voce
PSYCHOMOTO
R/ SKILL
Observ
ation
Traditional practical
examinations
Objective structured clinical
examinations (OSCE)
Objective structured practical
examinations (OSPE)
Checklist, Nursing process

Assessment Methods
& Tools
DOMAIN METHODS INSTRUMENT/TOOL
AFFECTIVE/
ATTITUDE
Observat
ion
Behavioural scales:
Anecdotal records,
personal records,
cumulative records,
communication, group
discussion, process
recording, etc.
Psychological scales:
Likert scale, semantic
differential scale etc.

Assessment Methods
& Tools
The method of evaluation used in
nursing education are:-
A. Assessment of Knowledge
B. Assessment of Attitude
C. Assessment of Skills

Assessment Methods
& Tools
The method of evaluation used in nursing
education are:-
The method used to assess the knowledge
of the learners are educational tests or
achievement tests to assess the
intellectual level of the students.
The main tools used for assessment are oral
and written examinations (Standardized or
Teacher based Tests). (Subjective or
Objective)

Assessment Methods
& Tools
I. Essay Type Questions
II. Short Answer Questions
III.Multiple Choice Questions
IV.Viva Voce

Assessment Methods
& Tools
They are being used since ancient times and most
commonly employed method of assessment of
cognitive skills in nursing education. Some
educators use them because essays have the
potential to reveal students’ abilities to reason,
create, analyse, synthesis and evaluate.
Educators choose essay questions over other
forms of assessment because essay items
challenge students to create a response rather
than to simply select a response.

Assessment Methods
& Tools
Definitions:
"A test item which requires a response
composed by the examinee, usually in the
form of one or more sentences, of a nature
that no single response or pattern of
responses can be listed as correct, and
the accuracy and quality of which can be
judged subjectively only by one skilled or
informed in the subject."
_____John M. Stalnaker (1951)

Assessment Methods
& Tools
Definitions:
“A test containing questions requiring the
students to respond in writing, it
emphasizes recall rather than
recognition of the correct alternative."
_____Gilbert Sax (1989)

Assessment Methods
& Tools
Based on Stalnaker's definition, an essay
question should meet the following criteria:
1. Requires examinees to compose rather than
select their response.
2. Elicits student responses that must consist of
more than one sentence.
3. Allows different or original responses or
pattern of responses.
4. Requires subjective judgment by a competent
specialist to judge the accuracy and quality of
responses.

Assessment Methods
& Tools
There are two major purposes for using
essay questions.
One purpose is to assess students'
understanding of and ability to think with
subject matter content.
The other purpose is to assess students' non-
content related attributes like creativity,
neatness and writing abilities.

Assessment Methods
& Tools
How Should Essay Questions Be
Constructed?
1. Clearly define the intended learning
outcome to be assessed by the item.
Decide which of the following intended
learning outcomes lends itself better to be
assessed by an essay question.
2. Avoid using essay questions for intended
learning outcomes that are better
assessed with other kinds of assessment.

Assessment Methods
& Tools
Constructed?
3. Clearly define and situate the task
within a problem situation.
Eg: . Less focused
essay question
Evaluate the impact of Diuretics on
patients.
. More focused
essay question
Evaluate the impact of Potassium sparing
diuretics on patients with hyperkalemia.

Assessment Methods
& Tools
Constructed?
4. Present a reasonable task to students.
5. The task can be written as a statement
or question.
6. Specify the relative point value and the
approximate time limit in clear
directions.
7. State the criteria for grading.

Assessment Methods
& Tools
Constructed?
8. Use several relatively short essay
questions rather than one long one.
9. Avoid the use of optional questions.
10. Improve the essay question through
preview and review.

Assessment Methods
& Tools
Types: Depending upon the amount of
freedom given to student to organize
his/her ideas and write answers.
 Traditional essay questions or
Extended response type question
 Structured essay questions or
Restricted response type question

Assessment Methods
& Tools
Types:
 Traditional essay questions or Extended response
type question
This is used to test the factual knowledge of the students
along with their ability to provide ideas to
substantiate them and to present them in coherent
language. The criterion factors are limited in this
type.
This type is useful for testing higher levels of cognitive
learning such as synthesis, analysis, and evaluation.
Eg:- Discuss your views on educational medias used in
nursing education.

Assessment Methods
& ToolsA. Assessment of Knowledge
Types:
 Structured essay or Restricted response type question
This type of questions reduce the freedom of the students
to write about the given topic by setting limits on the
answer required and on its organization.
This type of questions is best for testing lower level of
cognitive learning or knowledge and also scoring is
easy. Hence be more reliable and objective.
Eg: a. Define Educational medias
b. Classify the educational medias
c. Discuss in detail about Visual medias used in

Assessment Methods
& Tools
Advantages
• Assess higher-order or critical thinking
skills - effective way of assessing complex
learning outcomes that cannot be
effectively assessed by other commonly
used paper-and-pencil assessment
procedures.
• Evaluate student thinking and reasoning.
• Provide authentic experience.

Assessment Methods
& Tools
Limitations
1. Assess a limited sample of the range of
content.
2. Are difficult and time consuming to
grade.
3. Provide practice in poor or unpolished
writing.

Assessment Methods
& Tools
Misconceptions
oAssess higher-order or critical thinking skills
regardless of how the responses are written.
Example A: What are the major advantages and
limitations of essay questions? (Only recall)
Example B: Given their advantages and
limitations, should an essay question be used to
assess students’ abilities to create a solution to a
problem? (Reasoning)
oEssay questions are easy to construct.

Assessment Methods
& Tools
Misconceptions
oThe use of essay questions eliminates
the problem of guessing.
oEssay questions benefit all students by
placing emphasis on the importance of
written communication skills.
oEssay questions encourage students to
prepare more thoroughly.

Assessment Methods
& Tools
It is very similar to objective items as a
clearly-defined answer is required in both.
In this the answer has to be generated
and supplied by the learner rather than
chosen from the options provided. SAQ is
also called objective questions, because
they can be marked with a very high
degree of reliability, if suitably designed.

Assessment Methods
& Tools
Definition:
In this test, a student is given direct
questions and expected to provide
firing in words or phrases or numerical
responses to the questions.

Assessment Methods
& Tools
Purposes:
1. Useful to assess the recall ability of
students. (Lower cognitive domain)
2. Used to assess students in a classroom
while a lecture is in progress.
3. Useful in formative assessment.
4. Can be used in summative assessment to
supplement other forms of questions.

Assessment Methods
& Tools
Guidelines For Making SAQs:
Identify the learning objective, the overall purpose
and content of the item.
 Make questions precise, avoid incomplete
statements.
 Item should be expressed in such a way that
only a single, brief answer is possible and that
answer should be kept ready along with the
framing of questions.
 Prepare a structured checklist and marking
sheet.

Assessment Methods
& Tools
Guidelines For Making SAQs:
 The item should be expressed in a positive form
than negatively phrased items.
 Try to avoid providing clues to the required
answer.
 When a numerical answer is expected, the degree
of precision and the units to express should be
indicated.
 Long complex sentences should be avoided.
 Space for answering should be provided as much
after the completion of questions.
 The weightage and criteria for marking for each
questions must be mentioned clearly.

Assessment Methods
& Tools
A.Assessment of Knowledge
TYPES:
 Statement completion type/ Fill in the blanks
Example – Diphtheria is caused by _______.
 Definitions
Example – Define cardiac arrest.
 Unique answer type/One best response
Example – Which are the layers of heart?
 Label/Draw diagram
Example – Draw a neat labelled Circle of Willis.

Assessment Methods
& Tools
TYPES:
 Numerical problem type
Example – Doctor’s Order: Infuse 50 mg of
Amphotericin B in 250 mL NS over 4 hr 15
min; Drop factor: 12gtt/mL. What flow rate
(mL/hr) will you set on the IV infusion pump
 Open SAQs
Example – write the clinical manifestations of HTN.
 Problem solving SAQs
Example –how do osmotic diuretics reduce ICP?
- A patient is admitted with hypertension. List
the initial steps of actions required.

Assessment Methods
& Tools
Advantages of Short Answer Questions
• Short Answer Questions are relatively fast to mark
and can be marked by different assessors, as long as
the questions are set in such a way that all alternative
answers can be considered by the assessors.
• Short Answer Questions are also relatively easy to set
compared to many assessment methods.
• Short Answer Questions can be used as part of a
formative and summative assessment, as the
structure of short answer questions are very similar to
examination questions, students are more familiar
with the practice and feel less anxious.
• Unlike MCQs, there is no guessing on answers,
students must supply an answer.

Assessment Methods
& Tools
Disadvantages of Short Answer Questions
• Short Answer Questions (SAQ) are only
suitable for questions that can be answered
with short responses. It is very important
that the assessor is very clear on the type of
answers expected when setting the
questions, because SAQ is an open-ended
questions, students are free to answer any
way they choose, short-answer questions
can lead to difficulties in grading if the
question is not worded carefully.

Assessment Methods
& Tools
Disadvantages of Short Answer Questions
• Short Answer Questions are typically used for
assessing knowledge only, students may often
memorize Short Answer Questions with rote
learning. If assessors wish to use Short Answer
Questions to assess deeper learning, careful
attention (and many practices) on appropriate
questions are required.
• Accuracy of assessment may be influenced by
handwriting/spelling skills
• There can be time management issues when
answering Short Answer Questions

Assessment Methods
& Tools
III. Multiple Choice Questions
Multiple choice is a form of an
objective assessment in which respondents are
asked to select only correct answers out of the
choices from a list. The multiple choice format is
most frequently used in educational testing,
in market research, and in elections, when a
person chooses between multiple
candidates, parties, or policies.
Although E. L. Thorndike developed an early
scientific approach to testing students, it was
his assistant Benjamin D. Wood who developed
the multiple choice test. And Frederick J Kelly
used it as a part of large scale assessment.

Assessment Methods
& Tools
Definition:
A multiple choice question (MCQ) is one in
which the learner is invited to select one
alternative (the correct one being the
‘key’) from a list of options (including the
former and the ‘distracters’ – incorrect
answers) in response to the question
(‘stem’).

Assessment Methods
& Tools
PARTS:
A standard MCQ will consist of three core
elements, the stem, the distracters and the
Answer Key.
The Stem: It is the beginning part of the item, a
question or an incomplete statement to be
answered or completed by the respondent.
The Alternatives: it consist of the distracters and
the key. The key is the correct answer to the
question and the distracters are the other
options which is similar to the key but incorrect.

Assessment Methods
& Tools
PARTS:
Example:-
1. The causative organism of
tuberculosis is __________ . The Stem
a.Mycobacterium Marinum
b.Mycobacterium Tuberculosis - Key
c.Mycobacterium Kansasii Distracters
d.Mycobacterium Xenopi
Al
te
rn
ati
ve

Assessment Methods
& Tools
TYPES:
 Single or One best Response Type
Multiple Responses or completion type
Relationship-Assertion (Reason-
Assertion) Type
Matching Type

Assessment Methods
& Tools
TYPES:
 Single or One best Response Type
The most commonly and traditionally used type.
Example – 1: In addition to nucleus, which organelles
contain DNA
a. Golgi bodies
b. Mitochondria and chloroplasts
c. Ribosome's
Example – 2: Who has invented microscope?
a. Robert Koch
b. Alexander Fleming
c. Bernad

Assessment Methods
& Tools
TYPES:
This item is used to assess the higher level of
cognition.
Example – 1: Features of bacterial meningitis
include ______ .
a. Headache b. Elevated CSF glucose
c. Reduced CSF protein d. Elevated WBC

Assessment Methods
& Tools
TYPES:
Example – 2: (Analogy Type)
Vitamin A : Night blindness – Vit C : _____
a. Beriberi
b. Scurvy
c. Pellagra
d. Oesteomyletis

Assessment Methods
& ToolsA. Assessment of Knowledge
TYPES:
 Relationship-Assertion (Reason-Assertion) Type – The
test is meant to judge the candidate's knowledge and with it, his
ability to reason out correctly.
Choose the correct alternative from the following :
Assertion (A) : Vaccines prevent diseases.
Reason (R) : Vaccines must be given to children.
A. Both A and R are true and R is the correct explanation
of A. B. Both A and R are true but R is NOT the
correct explanation of A.
C. A is true but R is false. D. A is false but R is true.
E. Both A and R are false.

Assessment Methods
& Tools
TYPES:
Matching Type – here the student is
asked to identify the relationship b/w
two things.
Vit A - Rickets
Vit C - Night blindness
Vit D - Scurvy

Assessment Methods
& Tools
Guidelines for constructing MCQs:
General Suggestions -
• Write the prompt first, then the correct answer,
then the distracters (incorrect options)
• Make sure distracters match the correct answer in
terms of length, complexity, phrasing, style
• Base each item on a learning outcome for the
course
• Ask a peer to review items if possible
• Allow time for editing and revising
• Minimize the amount of reading required for each
item

Assessment Methods
& Tools
General Suggestion -
• Be sensitive to cultural and gender issues
• Keep vocabulary consistent with student
level of understanding
• Avoid convoluted stems and options
• Avoid language in the options and stems
that clues the correct answer
• Check grammatical appropriateness of
the item

Assessment Methods
& Tools
General Suggestion -
• Write a few items each day, and then
assemble them just before the test.
• Make sure each item is independent of
the others.
• Control the difficulty by placing different
levels of questions.
• Avoid temptation to check many things in
one question.

Assessment Methods
& Tools
Tips for Writing Multiple-Choice Item Stems -
• Use a single, clearly-stated problem or question.
• Describe the problem fully and avoid irrelevant
information.
• Include most information in the stem so that
the options can be short.
• State the stem as a question, or as an
incomplete statement if needed to avoid
awkward wording.

Assessment Methods
& Tools
Tips for Writing Multiple-Choice Item Stems –
• Be as brief as possible and avoid undue
complexity.
• Avoid negatives when possible, as well as idioms
(e.g., “toss-up” or “nest-egg”), passive voice, and
absolutes (e.g., always, never, all, etc.).
• When making the stem an incomplete
statement, make sure the options follow the
stem in a grammatically correct manner.

Assessment Methods
& Tools
Tips for Writing Multiple-Choice Answer
Options –
• Include a total of 3 to 5 options. (But no rule)
• Make options similar in grammar, length,
complexity, and style.
• Move repeated text to the stem if possible.
• Write the correct answer first, and then write
the incorrect options in a parallel style.
• Make all options plausible to students who do
not know the correct answer.

Assessment Methods
& Tools
Tips for Writing Multiple-Choice Answer Options –
• Decrease the possibility of students guessing by
avoiding options such as “all of the above” or “both
A and B.”
• Use “none of the above” with caution, and only
when there are absolutely correct answers to the
question so that none of the available options are
partially correct.
• Vary the positions of the correct options.
• Make sure there is only one best or correct answer.

Assessment Methods
& Tools
Advantages:
• Easy to administer and score.
• Can cover a large content area.
• High reliability, validity and
objectivity.
• Item analysis is possible
• Questions can be constructed to
address various levels of cognitive
complexities.

Assessment Methods
& Tools
Disadvantages:
o Not useful to test the highest level of
cognitive domain.
o Difficulty/time consuming to construct
MCQs.
o Provide an opportunity to guess.
o Cannot test the writing skill,
communication skill, psychomotor and
interpersonal skills.
o Cheating is possible.

Assessment Methods
& Tools
IV. Viva Voce
Viva voce is a Latin phrase literally
meaning "with living voice" but most
often translated as "by word of mouth.“
it is also termed as oral examination
which consist of dialogue between the
examiner and a student where the
examiner asks questions and the
student replies.

Assessment Methods
& Tools
IV. Viva Voce
Oral examination is meant to evaluate certain
qualities of the students such as the depth of
knowledge, ability to discuss and defend one’s
decisions, attitude, confidence, alertness,
ability to perform under stress and
professional competence.
The focus of oral examination should be to test
students’ problem-solving skills, ability to
develop an answer with rational and ability to
come to a decision quickly.
Less focus should be given on factual recall
during viva.

Assessment Methods
& Tools
IV. Viva Voce
PURPOSE:
• Assess the communication skills
• Supplement the information obtained through
other techniques of evaluation.
• Identify and analyse the student’s presence of
mind.
• Evaluate the student’s spontaneity and
mannerism.
• Assess the soundness of knowledge.
• Diagnose the student’s limitation and
weakness and take remedial action.

Assessment Methods
& Tools
IV. Viva Voce
PRINCIPLES:
 Should not be limited to a single topic
 All questions should be strictly relevant to
the purpose of the viva
 Questions should be short
 Should not be too long
 Individually should be examined
 Prior intimation should be given before 24
hours

Assessment Methods
& Tools
IV. Viva Voce
ADVANTAGEs:
 Provides direct contact with the candidates
 Provides flexibility
 Makes students formulates replies without
cues
 Facilitates simultaneous assessment by 2 or
more examiners
 Opportunity to get feedback on the
performance of the students.

Assessment Methods
& Tools
IV. Viva Voce
DISADVANTAGEs:
 Lacks standardization, objectivity and
reproducibility of the result
 Permits favouritism
 Cannot be used for references
 Influence possible
 Costly in terms of time

Notes on evaluation part ii

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Notes on evaluation part ii