EVALUATION OF EDUCATIONAL PROGRAMME IN

NURSING COURSE AND PROGRAMME

INTRODUCATION
Evaluation is a systematic process by which the worth or value of something ,in
nursing education teaching and learning is judged .Programme evaluation is a
complex but integral component of a nursing education programme .It is an
ongoing process of collecting and describing data. Which provide the basis for
decision making specially evaluative data can be used to prepare for accredition
visits ,account for budgetary expenditures examine the planned and actual efforts
of the programme within the community and make changes accordingly.
DEFINITION Evaluation is the process of determining to what extent the
educational objectives are being realized
(Ralph tyler )
PURPOSE
1)To determine the level of knowledge and understanding of the student in her/his
classes at various times during the year or semester.
2)To determine the level of clinical performance at various stages.
3)To become aware of the specific difficulties of individual students of an entire
class as a basis for further teaching .
4)To diagnosis each student is strengths and weaknesses and to suggest remedial
measures which may be needed.
5)To encourage students learning by measuring their achievements and inform
them of their success.
6)To help students to acquire the attitude of and skills in self evaluation
7)To provide the additional motivation of examinations that provides opportunity
to practice critical thinking the application of principle the making of judgement
etc.
8)To estimate the teaching and learning techniques of subject content and of
instructional media in reaching the goals of her course.
9)To gather information needed for administrative purposes ,such as selecting
students for higher course placement of students for advance training ,writing
recommendations , meeting ,graduation requirement etc.
CHARACTERSTICS
1) Evaluation is a continuous process.
2) Evaluation including academic and non-academic subjects .
3)Evaluation is a procedure for improving the products.
4) Evaluating discovers the needs for an individual and designing learning
experience that will solve these needs .
5) Evaluation in terms of purposes correlating between the education system and
the system of education
6) Evaluation is a complex process.
PRINCIPLES
1) Determining and clarifying what is to be evaluation .
2) Selecting evaluation techniques in terms of objectives to be served.
3) Combining a variety of evaluation techniques for comprehensive evaluation .
4) Knowing the strength and limitation of various evaluation techniques.
5) Taking evaluation as a mean to an end ,not an end in itself.
TYPES :-1)Formative evaluation .
2)summative evaluation.
1)FORMATIVE EVALUATION
1)The term formative denotes the ongoing or systemic assessment of student
achievement while the term ,course or programme in progress.
2) To identify their knowledge ,skill and attitude .
3) Formative evaluation is done during an instructional programme.
4) It is cause seeking .
5) It is interested in the broader experience of the programme users.
6) Formative evaluation design is exploratory and flexible.
7)It tends to ignore local effects particular progarmme
8) It requires analysis of instructional material for mapping the structure of the
learning tasks and actual teaching of course for a certain period.
2) SUMMATIVE EVAUATION
1.The term summative refers to assigning a grade for students at end of a term
course or programme.
2. Summative evaluation should check whether there has been learning or not .
3. Summative evaluation typically comes at the end of course of instruction .it is
designed to determine the extent to which the instructional objective have been
achieved and used primarly for assigning course grade or certifying students
instruments is valid and reliable .
4. It provides descriptive analysis.
5. It concerned with broad range of issues .
OTHER TYPES:-
1.Criterion referenced.
2.Norm referenced.
Criterion referenced:-Evaluate an individuals performance with respect to specific
characteristics expected in performance.Used to measure the effectiveness of a
programme or instruction.
Norm referenced:-Compares individual performance with those of other persons
taking the same test.
Measures individual differences and classify learners in various categories.
CLASSIFICATION OF EVALUATION TECHNIQUES
Quantitative
Qualitative
Quantitative:-These are mainly used in educational evaluation .These are
highly valid and reliable .They possess all three characteristics of a criterion
test which includes appropriateness effectiveness and practical ability .
THREE TYPES:-
1.Oral techniques:-of evaluation are used as lower level in organizing and teaching
activities .The oral questions debate and drama are used for this purposes.
2.Written techniques:-These include the written questions that are asked and
student has to write their answers .The written test are most effective than oral test
.The written test is usually essay type and objective type test.
3.Practical :-in practical technique type of evaluation some work is assigned to the
student to accomplish it such techniques are used to assess the skills. The
techniques is used in science, medical nursing and engineering etc.
2)Qualitative:-These techniques are used in schools and colleges for internal
assessment . These techniques are subjective and less reliable , but they are used
for assessing the effective objective s. These techniques are classified into five
categories.
TYPES:-
1.Cumulative records .The records are prepared in schools and colleges for each
students . The cumulative records of the students include educational progress
results of tests ,attendance and participation in games extra- curricular activities
and physical health . The cumulative records of the students provides the
awareness about their progress and weakness to teachers and parents.
2. Anecodotal records:- Their type of records maintains the description of
significant event and performance of student.The interest and learning of the
students can assessed with help of such records.
3. Observation techniques:- IT is used in all the stages of education ,but most
useful in evaluating the small children at primary level . It is used for evaluation
cognitive , affective and psychomotor objective.
4. Check list:-This is used for evaluating interest attitude and values of students. It
includes certain statement of yes/no type the student has to check either of two.
5. Rating scale :-The rating scale is used for assessing the attitude of students
towards teaching and subjectives . It is used for higher classes because it requires
the power of judgment of students. The statement of scales are concern with the
specific objectives and learning.
J OI NT COMMI TTEE OF STANDARDS FOR EDUCATI ONAL
EVALUATI ON
The student evaluation standards:-
1.The propriety standards.
2.The utility standards .
3. The feasibility standards .
4. The accuracy standards .
1.PROPRIETY STANDARDS
The propriety standards help ensure that student evaluations will be conduct
legally ,ethically and with due regard for the well being of the students being
evaluated and other people affected by the evaluation results .
a)P1 Service to student :- Evaluation of students should promote sound education
principels , fulfillment of institutional mission and effective student work ,so that
educational needs of students are served.
b)P2 Appropriate policies and procedure :- Written policies and procedure should
be developed and implemented and made available , so evaluations are consistent
,equitable , and fair .
c) P3 Access to evaluation information :-Access to students evaluation
information should be provided . but limited to the student and others with
established legitimate permission to view the information , so that confidentiality
is maintained and privacy protected .
d)P4 Treatment of students :-Students should be treated with respect in all aspects
of the evaluation process , so that their dignity and opportunities for educational
development are enhanced .
e)P5 Right of students :-Evaluation of student should be consistent with
applicable laws and basic principel of fairsness and human right ,so that students
rights and welfare are protected .
f)P6 Balanced student :-Evaluation of students should provide information that
identifies the strength and weaknesses, So that strength can be built upon and
problem areas addressed.
2. UTILITY STANDARDS
The utility standards help ensure that students evaluations are useful .Useful
student evaluations are informative timely and influential.
1.U1Constructive orientation :-Student evaluation should be constructive , so that
they result in educational decisions that are in the best interest of the student .
2.U2Defined users and uses:-The users and uses of a student evaluations should
be specified , so that evaluation appropriately contributes to student learning and
development .
3.U3Informative scope :-The information collected for student evaluations should
be carefully focused and sufficiently comprehensive , so that evaluation questions
can be fully answered and the needs of student addressed .
4.U4 Evaluation qualifications :- Teachers and others who evaluate students
should have necessary knowledge and skills so that evaluations are carried out
competently and the results can be used with confidence.
5.U5Explicit values :- In planning and conducting student evaluations ,teachers
and others who evaluate students should identify and justify the values used to
judge student performance ,so that bases for the evaluations are clear and
defensible .
6.U6Effective reporting :- Student evaluations reports should be clear , timely ,
accurate and relevant ,so that they are useful to students , their parents/guardians
and other legitimate users.
7.U6Follow-up:- Student evaluations should include procedures for follow up
,so that student ,parents /guardians and other legitimate users can
3.FEASI BI LI TY STANDARDS
The feasibility standards help ensure that student evaluations can be
implemented as planned . Feasible evaluations are practical ,diplomatic and
adequately supported .
1.F1Practical orientation:- Student evaluation procedures should be practical ,so
that they produce the needed information in efficient ,non-discruptive ways ,
2. F2 Political viability :- Student evaluations should be planned and conducted
with the anticipation of questions from students their parents /guardians and other
legitimate users ,so that their questions can be answered effectively and their co-
operation obtained .
3.F3Evaluation support :- Adequate time and resources should be provided for
student evaluation , so that evaluations can be effectively effectively planned
and implemented their results fully communicated and appropriate follow up
activities identified .
4.ACCURACY STANDARDS
The accuracy standards help ensure that a student evaluation will provide sound
information about a students learning and performance, sound information leads
to valid interpretation justifiable conclusions and appropriate follow up.
1.A1 Validity orientation :- Student evaluations should be developed and
implemented , so that interpretations made about the performance of a student are
valid and not open to misinterpretation .
2.A2 Defined expectations for students :-The performance expectations for
students should be clearly defined so that evaluation results are defensible and
meaningful .
3.A3 Context analysis:- Student and contextual variables that may influence
performance should be identified and considered ,so that a students performance
can be validity interpreted .
4.A4 Documented procedures :- The procedures for evaluating students both
planned and actual should be described , so that the procedures can be explained
and justified .
5.A5 Defensible information:- The adequacy of information gathered should be
ensured , so that good decisions are possible and can be defended and justified .
6.A6 Reliable information :- Evaluation procedures should be chosen or
developed and implemented , so that they provide reliable information for
decisions about the performance of a student.
7.A7Bias identification and management :-Student evaluations should be free
from bias , so that conclusions can be fair .
8.A8 Handling information and quality control:-The information collected
processed and reported about students should be systematically reviewed ,
corrected as appropriate and kept secure , so that accurate judgements can be
made.
9.A9Analysis of information :- information collected for student evaluations
should be systematically and accurately analyzed so that purposes of the
evaluation are effectively achieved .
10.A10 Justified conclusions:- The evaluations conclusions about the student
performance should be explicitly justified , so that the students their
parents/guardians and others can have confidence in them.
11.A11 Met evaluation :-Student evaluation procedures should be examined
periodically using these and other pertinent standards or detected and promptly
corrected and sound student evaluation practices are developed over time .

BIBILIOGRAPHY
www.lebtwpk8.org/document .view
www.ascd.org..
www.slideshare.net /kavyaraju/administration of nursing curriculum