Provides base line for guidance and counseling.

another,
other. It
Placement and promotion in jobs.
Developmentof attitudes, interest, capabilities, creativity,
particul
continu
originality, knowledge and skills. evaluation. unit ofi
Development of tools and techniques for evaluat
revision.
Development of curriculum and for its of instr
Interpretation of results. 5. Evalua
for curriculum planners and administrators to with tE
Helpful
improve the curriculumn program. aspect
and no
|PRINCIPLES OF EVALUATION 6. Evalu
inforn
inter-relationships between objectives,
Establishing and evaluation. shoul
learning experiences
instructions or be evaluated.
Scale.
deciding what is to
Determining and evaluation techniques for
the and re
Selecting appropriate
achievement of objectives. techniques for Charac
of evaluation
Combining a variety It m
comprehensive evaluation.
limitations ofvarious evaluation instru
Knowing the merits and It m
techniques. behavioral terms clearly and perf
ing objectives in rathe
instr
cally. The
1STICS OF EVALUATION effici
AC teaching-learning Teac
the
essment of all behavioral changes. It mus
rms of overall to cover skill,
ectives
 techni
Defining objectives in behavioral terms clearly and
specifically.

CHARACTERISTICS OF EVALUATION
L. It involves assessment of all the teaching-learning
outcomes in terms of overall behavioral changes. It
goes beyond the knowledge objectives to cover skill,
application, interest, attitude and appreciation objectives.
2. It involves forming judgments and taking decisions about
the students' progress, difficulties encountered by him and
taking corrective measures to improve his learning.
3. Evaluation requires interpretation of data in a careful
manner.

4.Evaluation is continuous. It is not confined to one

particular class or stage of education. It is to be conducted
continuously as the student passes from one stage to

It includes
academic and
nonacademic
subjects
ContinuOus Procedure for
process improving
the product

Characteristics
of evaluation

Evaluation is
Discovering
the needs of
purpose an individual

is
Designing
learning S
experience
 Chapter 5: Measurement and Evaluation 17.
another, from one class to other., from one school to the
other. It starts at the time the child seeks admission in a
particular class in the form of placement evaluation; it
continuesas the child proceeds, from one unit to another
unit of instruction in the form of formative and diagnostic
evaluation and ends in summativeevaluation at the end
of instruction in a particular class.
5. Evaluation is comprehensive. It is not simply concerned
with the academic status of the student but with all
aspects of his growth, i.e. which includes both cognitive
andnon-cognitive aspects.
6. Evaluation includes all the means of collecting
information about the student's learning. The evaluator
shouldmake use of tests, observation, interview, rating
Scale, check list and value judgment to gather complete
and reliable information about the students.
 observations byan individual or a groupof colleagues on
heir teaching).

PROCESS OF EVALUATION
Following steps are involved in the evaluation:
Identifying and defining general objective.
ldentifying and defining specific objectives.
Selectingteaching points.
Planning and implementation of suitable learning
programsand activities.
Appraising and assessing the achievements.
Using the results as feedback.
Identifyingand defining general objective: The first step
is to determine what to evaluate? What kind of abilities
and skills should be developed when a student studies a
subject? General objective should be stated in terms of his
knowledge, comprehension, attitudes, skills, application,
etc.
 Identifying and defining specific objectives: Every topic
or unit must have specific objectives which would provide
direction to teaching learning process. They will also be
useful in planning and organizing appropriate learning
activities and in planning and organizing appraisal
procedure.
Selecting teaching points: Thethird step is to select teaching
points through which the objectives can be realized.
includes framing the content, i.e. content analysis according
tothe syllabus.
The teacher has to analyze the subject-matter into
teaching points.
Planning suitable learning activities: In this step, teacher
plans various learning activities for facilitating better
learning, e.g. demonstration, project method, discussion,
field visit, etc. She also plans use of various audio-visual aids
for better teaching.
Appraisal: The teacher may plan an oral or written test or
practical test. Types of tests may vary from essay type question
to multiple choice questions.
Using the results as feedback: The results of evaluation
will enable teachers to introspect and reorganize teaching
learning activities.
ldentifying anddefining general objective

Identifying and defining specific objectives

Selecting teaching points

Planning suitable learning activities

Evaluating

Using results as feedback

FUNCTIONS OF EVALUATION
program (Fig.5.2):
a. Evaluation and educational syllabus or courses.
modify curriculum or
Ithelps to introduction of experience to
It formns the bases to
meetthe students.
students towards better attainment
To motivate the
for growth and development.immediate measures are
where
Topinpoint the areas
needed.
weakness and strengths of the pupil.
Todiagnose the activities and educational
Toimprove the instructional
program. improving the
efficacy of the teacher,
To test the effectiveness of classroom
learning experience and
teaching.
goal.
Toachieve the educational of the student, e.g.
capabilities
To bring out the
their habits and skills.
attitude,
 1. Clarify + 2. Decide, focus
motives and and timing
focus

6. Agree on 3. Choose
SOurces of
action, implement The evaluation cycle feedback
changes

5. Analyze and 4. Blend methods

interpret the of gathering
resulting feedback

Fig. 5.2: Evaluation cycle.

To know the rate of progress in difficult areas of

learning
b. Evaluation and teacher:
It provides her/him with knowledge concerning the
students and their behavior.
To know the efficacyof the instructional methods in
 selection and placement are based.
Making appropriate decisions and recommenda
tions on curricula packages and curriculaactivities.

| PROBLEMS IN EVALUATION AND

MEASUREMENT
Lack of Time
Nursingfacultyoften makes complaints/excuses of lack of
time for not evaluating the students regularly. Lack of time
mav be aresult of poortime management skills hence, faculty
then
must try to overcomethis barrier. Ifit is not manageable
thev can hire external evaluators from outside to manage
not
the affairsso that, this core activity of the education will
jeopardized. They must consider that evaluation is as
be
important as delivering lectures or demonstrating skills to
thenursing students.

Lack of the Skills to Carry Out Evaluation

Some teachers may not be competent enough to plan and
execute the evaluation schedule. These teachers must
be identified by the principalof the college and remedial
actions, e.g. in-service education, refresher courses, etc., can
be plannedfor those who are in need.

Evaluation is not Cost-effective

 be planncd tor thoOse who are in need.

Continuous Evaluation is not Cost-effective

Sometimes continuous comprehensive evaluation may not
be cost effective. But it
should not be a reason to hamper
theprocess of evaluation; remedies
<iould be explored and employed. to manage the budgets

Problem of Workload of the Teachers

Nursing faculty may be excessively burdened with
and teaching
non-teachingworks;
clinical
for
area for 4 hours dailyinstance, they have to go to the
10-12 hours classes per week, thereafter they have to take
day; beside that they have to which means 2 classes per
(maintain class and clinical perform a lot of clerical works
thestudents' leave signed by attendance
the
registers, getting
table, clinical rotations, etc.) so itprincipal, planning time
1o plan and becomes very difficult
implement
which includes setting of
this rigorous evaluation
strategy
sheets and maintaining question
records
papers, checking answer
of internal
That is a reason why the faculty assessment.
avoids taking responsibility
of internal
assessments.
give athought on this issueEducation experts are required to
to solve the problem.
 Chapter 5: Measurement and Evaluation 177
s Problem Related to Lack of Knowledge
RegardingAvailable Curriculum Guidelines for
f InternalAssessment
INC has specified internal assessment criteria in
revised
BSc(N)syllabus. But, most of the teachers are ignorant about
the items that should be covered in
internal evaluation.
This hampers planning and implementation of internal
assessment.
Lack of Uniform Standards of
Evaluation
Lack of uniform standards will cause
evaluation process that may lead toinconsistency in the
frustration among
students. Given below are some examples
in evaluation. Some of inconsistency
teachers will allow retakes of tests
and quizzes, others do not.
work turned in late. The validityDifferent policies exist for
and reliability of student
assessments vary. There are major philosophical
regarding evaluation. Some teachers view differences
primarily a student responsibility, while somelearning as
responsibility for teaching mainly on place the
little agreement on howW many themselves. There is
are needed for
evaluation. assessments and what kinds
Even within the same
different teachers teach differently and test school
the same course. differently for
COMMON DEFECTS OF
 S
1
Accidental/chance
Systematic/biased
Statistical
error
1. error
7. 6. error
Interpretive 4. measurement.
3. errors
5. Variable
errors Personal knowledge.
2. 1.and
the Agood course.
same
the
2. Types
degree vary.
tionvariableVariable
curacies
psychologicalobjectivity. own same to
ofsame because used Personal
In of Constant
errors
can various COMMON
personal scores
the
views to be measuring of
responses
This responses field
errors errors: they designate classified
errors kinds It Errors
is or attributederrors: Theseincludes
which due known can error. of DEFECTS
biases. measurement, of
instrument of
are and on Personal into errors
to This see are The that are
ncesmarnythose astwo The thlikely
Measurement
educational e to knowledge
sevenknown
kindPersonal
different personal thepersons which OF
causes. same errors or
arising performance
characteristics
to categories: as EVALUATION
test
of
from assign the are influence
errors requires
A error error.
occasions
person observing to and
from termmake due
person
measurement.
time
mnay It different
only
understanding
of
accidents
to examining
is objectivity to measurement the Some
making is exactly fluctuations
judgments.
are
time, occur termed from processtechnical
likely
scores related
test the and The their
in as tothe the is of of
 to test and individual to individual, is accountable for
variable error. This is termed as degree of reliability.
3. Constant errors: Most of the measurement of education
and psychology are indirect. An instrument measures
what is claimed to measure which is related to the trait
or characteristics. Such errors are based on rationale
that most of the behavioral traits cannot be measured
directly.
Testing the problem of constant error is the problem
of validity. It is necessary to know whether a test really
measures what is claimed to measure. The errors are 7
called constant because the amount of error will be the
same for every person, no matter when and how many
times the measuremernt is made.
4. Interpretive errors: The test score of an individual has no
meaninguntil it is interpreted in terms of theperformance
of the other individualsor the performance of the group.
Interpretive errors are those which result due to the
absence of proper reference point as a result of which the
tester interprets the scores obtained in an inappropriate
manner or in the state of confusion.
Interpretive errors may be stated as is the problem of
translating the raw scores into the norms. This problem of
interpretive errors is taken in care throughaprocess called
standardization. This type of errors is measured through
norms. In short, interpretive errors are those which result
from a misunderstanding of one of the two things. First,
with sort of the group of the individual is being compared
and second, the way in which the comparison between
the individual and group performance is expressed.
5. Accidental or chance error: Such types of errors occur due
to chance factor or accidently. Such type of error affects
 things. First,
from a misunderstanding of one of the two
with sort of the group of the individual is being compared
andsecond, the way in which the comparison between
the individual and group performance is expressed. due
errors occur
5. Accidental or chance error: Such types of
type of error affects
to chance factor or accidently. Such
the consistency of measurement.
This typeof error appears to be in three forms:
i. Test centered error
i. Subject centered error
iii. Scoring centered error.
due to test
i. Test centered errors are those who occur
conditions. These mayinclude - lack of proper light
arrangement, unclear instructions to students,
printing mistakes in the test paper, language
ambiguity,etc.
i. Subject centered errors are related to the examinee.
These include examinee's physical and mental health,
his motivation, his values, his interests, his emotional
level, his work stamina, etc.
iii. Scoring centered errors are those which concern with |PF
various evaluation modes adopted by the examiner
such as -his mood, his negative approach, his lack of A
Concentration.
6. Systematic or biased error: Systematic errors are also te
known as biased errors. It is thus that the reasons
responsible for the emission of such errors are related to th
subjective and biased behavior of the tester or evaluator A
or examiner. The effects of such errorsare dangerous as S
their direction is almost settled. In such reasons personal Cl
jealousy, prejudices, negative feelings, false opinion,
 etc.. are the main. Such errorS are mOre
dangerous in
comparison to chance errors because such errors
committed deliberately to harm the other person and are
the control of such errors isnot arn easy task. Like
errors, these
Chance
errors too are concerned with three
personal errors, omissions and
desired aspects-
ability. For
example, miscalculation of temperature while
thermometer is an example of personal error. Itreading
occurs
due to the complex human behavior. It is very
understand the human behavior in total. difficult to
7. Statistical error: Statistical
error is further of twO types:
(i) Descriptive error (Standard error,
(ii) Inferential error (Type I and type IIprobable error)
Other problems in evaluation are as follows: error)
Triviality: The word triviality means 'of very little
importance or value' asking very simple, unimportant
questions, leaving out important areas covered in the
course. It is essential for each question to be
and useful. important
Error: Error in phrasing the
multiple-choice questions. questions, especially,
Bias: Examiner's preference for an answer when other
options or correct answers are available.
Complicated instructions: This makes it difficult to
understand instruction especially when students are
expected to take examinations in a language other
than mother tongue.
Ambiguity: This lead to the risk of students giving an
irrelevant answer to questions asked. Use of
which may lead the language
 of
correctanswers are availa
options or
nof instructions: This makes it difficult ..
Complicated
led
instruction especially when students avs
gh understand language otho.
expected totake examinations in a
ult
st. than mother tongue.
Ambiguity: This lead to the risk of students giving an
ed
n irrelevant answer to questions asked. Use of language
which may lead the student to spend more time in
trying to understand the question than in answering
S it; it is said to be an ambiguous question. Objectives
test items are especially subject tomisinterpretations
where long complex sentences are used, where
vocabulary unnecessarily difficult, and where words
which lack precise meaning are used. Prevent
ambiguity by careful choice of words, which are easy
to read, have precise meaning, and use of brief and
Concise sentences.
Complexity: Expecting students to answer very
difficult questions which only can be answered by
intelligent, brilliant students.
Obsolescence: Forcing the student to answer in terms
of the outmoded ideas of the
examiner, a bias often
aggravated by the traditional teaching methods.