EVALUATION

Mr.Arun II year M.Sc nursing PCON,Bengaluru. Mail- id : arunpiravom19 !"ya#oo.in

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Evalution is a judgmental process it reflects the beliefs values and attitude of the participant or students evaluation. It can be -----Formative -----Summative Internal assessment & External examination

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The term FO !"TI#E denotes the ongoing or s$stemic assessment of students achievement %hile the term& courses or the instructional program is in progress. Formative Evaluation is done during an instructional program to monitor learning modif$ing the program 'if needed( before its completion. It is for the current students.

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It is relativel$ focus on molecular anal$sis. It is cause see)ing It is instructed in the broader experiences of the program user. Its design is explorator$ and flexible. It tends to ignore local effects of particular programs. It see)s to identif$ influential variables. It re*uires anal$sis of instructional material for mapping the hierarchical structure of the learning tas)s and actual teaching of course for a certain period.
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Formative Evaluation is individuali+ed b$ comparison of the students achievement during various stages of the curriculum or course Formative Evaluation puts the student against himself and not b$ comparison %ith other peers or colleagues. Formative Evaluation is a continuall$ in prospective %a$ to slo% or rapid progress to%ards the attainment.
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This enable the student to control his o%n learning behavior at ever$ point of course and see) appropriate teacher guidance.

The teacher in turn is provided *ualitative and *ualitative data to%ards modif$ing teaching suitabilit$ and on time.

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The term summative evaluation refers to assigning a grade for students achievement at the end of the term& course or instructional program. Summative evaluation describes judgments about the merits of an alread$ completed program& procedure or product. Summative Evaluation is done at the conclusion of instruction and measures the extend to %hich students have attained the desired outcome. ,.%eersma -../.

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It refers to tests given at the end of the major unit or the period of instructions. Summative evaluation occurs in fre*uentl$& t$picall$ covering relativel$ large bloc)s of instructional material. It is done at the end of the course. There should be some instructional program for the attainment of some objectives. Instructional program duration ma$ var$ from semester to %hole $ear. The *ualit$ of the learning is relation to re-determined objectives. It provides feedbac) to the class room teacher for success or failure of the program.

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leads to the use of %ell defined evaluation design. It focuses and anal$sis. It provides descriptive anal$sis. It tends to stress local effects. It is non-reactive as for as possible. It is concerned %ith broad range of issues. its instruments are reliable and valuable. summative evaluation is useful to%ards convincing the consumer& societ$ or the students to%ards the competence achieved. It is used for the further promotion or next grade.

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To grade or certif$ students. To judge the effectiveness of the teacher. To compare curricula.

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FO !"TI#E E.
-. Evaluation is performed to determine ho% %ell students have mastered various elements so that decision can be made on ho% instructions should best proceed -.

S5!!"TI#E E.
Evaluation is performed simpl$ to grade the student at the end of one unit before proceeding to the next.

0.E. deals %ith onl$ a segment.

0. E. .deals %ith %hole in a detailed manner..

1.It is possible to brea) a course or subject in to smaller unit of learning. 6.Test can be administered after completion of the unit 8.Immediate feed bac).

1. ,e can give test for the %hole course.

6. Test can be given after the completion of the course7 program

8. Feed bac) not possible immediatel$.

9.2ignostic and progress test can be possible

9. "chievement examination can be possible.

:.,ea)ness and strength of the student can be understand.

:. Success and failure of the student %ill be possible.

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I3TE 3"; "SSESS!E3T is continuous& periodic and internal& in %hich assessment is done in relation to certain abilities and s)ills of the students periodicall$ and continuousl$. I3TE 3"; "SSESS!E3T has to be planned at the time of curriculum development and s$llabus interpretation.

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I3TE 3"; "SSESS!E3T %ill be assessed b$ the teacher7 instructor of the college or school and no external teacher or instructor involved in this.

I3TE 3"; "SSESS!E3T demands the out come of students than the abilities and s)ills of the students.

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The main purpose of introducing internal assessment is to integrate teaching and evaluation and to test the s)ills and abilities %hich can not be tested through %ritten examination

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<elpful for the student to assess their *ualitative and *uantitative evaluation.

0. Teacher ma$ use different method of teaching =learning process. 1. Internal assessment improves the teaching learning process& it gives a comprehensive picture of the students learning.

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6. The objectives of affective domain'attitude& interest& and appreciation( and its techni*ue can be assessed b$ internal assessment. 8. Internal assessment motivate the students to stud$. 9. 2iagnostic and remedial teaching are possible and more scientific. :.Internal assessment motivate the student to give more %eight age to the annual examination.

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Internal assessment should be -----------. 4omprehensive 'eg( academic achievement personalit$ traits achievement objects. 'cognitive affective and ps$chomotor(

0. Follo% the education commission'-.96-99( recommendation.

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1. >uilt in to the total educational program and should be used for improvement rather than certif$ing the level of student. 6. not to follo% scoring procedure&'some of the items needs description.( 8.)eep separate record& not to be combined %ith other records. 9. help the student in changing their attitudes to%ards the da$-to da$ program.

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:. supplement the final examination ?. ver$ objective& unbiased on all the items@ - unit test -oral test - practical test - home %or) - class %or) - observational scale - participation in social and cultural - group activities etc.

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Items to be observed. -periodic test (unit test/term test) - oral test - laboratory work

- terms paper(written) - study habits - participation - co-curricular activities - personality tests - visits
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-. Subjective assessment 5nit test --------------------08 Term test--------------------08 Aerformed test-----------------/ Aerformance test -------=------/ <ome %or)-------------------/ "ssignments-----------------0/ Total ------------------//

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2. Assessment of co-curricular activities. library work 2 !pecial "ames 2 #ebates$ drawin" music 2 !tudy circle 2 %isits 2 &'&A( )

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1. "ssessment of personalit$ traits.

Traits& co operation& initiation& honest& leadership& fello%ship& perseverance& confidence etc. 3oteB grade %ill be "& >& 4& 2& E.

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-. This is logical and ps$chological 0. Aroper stud$ habits are li)el$ to be developed. 1. Students %ill be more regular& alert& sincere in their stud$. 6. --th hour preparation %ill be reduced.

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8. Students %ill pa$ e*ual attention to all the activities 9. <elps the students to minimi+e their anxiet$ and nervous brea)do%n. :. Cives comprehensive picture to the teacher. ?. It is a good device for motivating. .. It helps to diagnose the %ea)ness and strength of the student.

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-/. It brings changes in their attitude& interest& and appreciation. --. Cives ample opportunit$ to assess the student.DThe teacher %ho teaches should assess.D -0. Aarents feel more comfortable in )no%ing about their children.

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-. It ma$ be misused b$ teacher 0. It can cause a great harm in the hands of an Inexperienced& insincere& inefficient and dishonest teacher. 1. It lose it validit$ if a teacher sho%s favoritism personal prejudices and subjectivit$ in assessment.

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I3T O254TIO3E 4onducting universit$ examination& or boards of examination for a%arding certificates or degrees related to nursing. In our countr$ usuall$ state boards and universities are conducting examinations for a%arding diplomas and degrees. 4ontroller or registrar is over all in charge on behalf of the universit$ matters relating to conduct examinations& announcement of results and conferment of degrees and maintain confidence.

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Invite applications from eligible candidates. Fix a date of commencement of examinations 1 months in advance. Issue notification to all the colleges7students. Select centers for conducting examinations. 4hec) %ith the calendar of events one month prior to examinations'theor$7practical7viva-voice( Select list of examiners for setting the *uestions'respective subjects and courses etc(. Send communication to respective teachers along %ith guideline pattern of theor$ *uestion papers& blan) %hite sheets to set the *uestions.

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egistrar 'controller of exams( 2eput$ egistrar'deput$ controller of

exams(

#erifiers 2ispatching officer 4hief supt. Of examination. oom superintendent. Invigilators Croup 2 staff

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One examiner shall be issued onl$ one bundle of ans%er script containing 0/ papers of 1 hours duration. <e7she shall not be allo%ed to leave the place %ith out completing the scripts given. Aermitted to value more than 9/ ans%er scripts per da$. 3ot permitted to value more than 0// ans%er scripts in a session.

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Separate mar) list shall be prepared for each bundle. 4ode number shall be entered seriall$ in the ascending order along %ith their corresponding mar)s in the list. "bsentee number should sho%n b$ the %ord FabsentD against the code number in red in). !ar)s list shall be prepared in in). "ll the enclosures@ !ar) list& an$ letter for communication& emuneration bill& all to be send to controller. #alued paper shall arrange in serial order and sent to chief superintendents.

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ITE I" TO A"SS. In the universit$ examination& a candidate should pass both in theor$ and practical. Theor$ consists of------a. %ritten paper and b. internal assessment'theor$(

4andidate shall secure less than 8/G mar)s in aggregate& i. e. both in %ritten theor$ and internal theor$.

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For a pass in practical7 clinical examination& candidate shall secure less than 8/G mar)s in aggregate. i. e. mar)s obtained in universit$ practical7clinical exam and internal assessment practical added together. " candidate not securing 8/G in aggregate in theor$ or practical7 clinical examination in a subject shall be declared to failed in that subject. In this the candidate is re*uired to appear for both theor$ and practical7 clinical again. For a pass in English paper a candidate shall secure not less than 6/G in theor$ and 6/G in internal assessment.

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A&&*M+& 1s1 a11emp1 1s1 a11emp1 1s1 a11emp1 MA,-! '.&AI/*# /%2 or more !%-/)2 %&-!)2 0(A!! 3is1inc1ion 4irs1 class Second class

" candidate passing universit$ examination in more than one attempt shall be placed in pass class irrespective of the percentage of mar)s secured b$ the student in the exam.

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" candidate failing in more than one subject ill not be allo%ed to the next $ear. 3ot admitted to the subse*uent higher examination unless the candidate has passed in all the papers of the previous exam. If the candidate fails in theor$ or in practical he or she has to reappear for both theor$ and practical.

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35!>E OF "TTE!ATE Three attempt including first attempt The maximum period to complete the course is ? $ears. "," 2 OF 2EC EE E -//G attendance in each of the examination both in clinical area and classroom attendance.

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One internal and one external examiner should jointl$ conduct practical7clinical examination. E;ICI>I;ITI OF T<E EH"!I3E S. !.Sc'3( in the concerned subject and minimum of 1 $ears teaching experience in college of nursing and should be a full time facult$. For nursing foundation& a teacher should have !.Sc'3( in concerned subject& %ith minimum of 1 $ears experience in college of nursing and should be a fulltime facult$.

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!"HI!5! AE FO !"34E E#";5"TIO3 In this t$pe determining a persons abilities and ho% %ell an individual performs %hen motivated to obtain as high a score as possible. "ptitude and achievement tests are useful in measuring maximum performance . TIAI4"; AE FO !"34E E#";5"TIO3E In this evaluation it determines %hat individual %ill do under natural conditions. i.e their t$pical behaviour.

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esults in this area %ill indicate %hat individual %ill do rather than %hat the$ can do. The importance of this distinction bet%een abilit$ and t$pical behaviour is easil$ illustrated. Eg. " student %ith considerable aptitude for communit$ health nursing ma$ ho% ever sho% little interest in other subjects.

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This describes students performance according to a specified domain of clearl$ defined learning tas)s. Eg. Formulate the nursing diagnosis of patient %ith t$phoid fever. Thus criterion referenced evaluation directl$ describe the specific performance that %as demonstrated. So criterion referenced evaluation interprets to describes %hat an individual can do& %ithout reference to other performance. Evaluation instruments includes teacher made test& published test and observational techni*ues.

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It describes pupil performance according to relative position in some groups. It is a test designed to provide a measure of performance that is interpretable in terms of an individuals relative standings in some )no%n groups. E.g.. an) strength in a class room group of thirt$. Evaluation instruments includes standardi+ed aptitude test achievement test & teacher made test etc.&

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