Evaluation in

Health Science
Education
Objectives:
Determine various areas in health
science education where educational
evaluation can be applied
Distinguish the different evaluation
models and their respective uses
Explain the steps in conducting
educational evaluation
What is a NO. 1 health science school?

Aba malay ko!

Matagal na nga
rin akong nag
hihintay maging
No. 1 sa puso
niya eh.
What is a NO. 1 health science school?

Health science schools are mandated to

maintain EXCELLENCE in four areas:

1. EDUCATION
2. RESEARCH
3. PATIENT CARE
4. SERVICE
HP Teachers roles in EDUCATION includes
the following:

Instructional Designers
Classroom Managers
Evaluators of Student Learning
Teachers as Instructional Designers

Engage in the deliberate and careful planning of all the

teaching and learning (TL) experiences of their
students
Careful deliberation of the competencies (KSA)
students should learn in the course of the encounter
Organize an outline of topics to be learned including on
how these will be taught
CHALLENGED: how to be creative and challenging
Evaluation plan a description of HOW student
achievement will be ascertained
 How adults basically learn? (Knowles,
1980)
Principles of Adult Implications on Instructional Design
Learning
On self concept TL environment must be supportive and
nonjudgmental as possible; challenged to be self-
directed learners
On previous Connect previous experiences to the lessons to be
experiences learned; provide objective and nonthreatening
feedback to correct misconceptions and bad habits
On orientation to Provide problem-solving exercises and learning
learning experiences that will require learners previous
experiences to be appkied to new (job) situations
On readiness to learn Purposely create teachable moments that
are consistent with the learners
developmenta; tasks and job situations
Teachers as Classroom Managers
HP teachers are expected to deliver the plan of instruction
as creatively and precisely as possible (DELIVERER OF
INSTRUCTION)
As classroom managers, teachers: MOTIVATE, QUESTION,
EXPLAIN, CHALLENGE, FACILITATE ALL LEARNING
EXPERIENCES FOR THE STUDENTS
The very heart of teaching and entails spontaneous
blending of the teachers interpersonal and cognitive skills
involves significant emotional understanding and
emotional labor as well. It is an emotional practice
Consideration: learning is taking place; students should
be able to demonstrate actual evidences of achievement
Teachers as Evaluators of Student
Learning

Ask questions during classroom

discussions and construct oral, practical,
and written examinations to ensure that
competencies set have been adequately
reached
Teachers as Evaluators of Student
Learning

2 Types of Evaluation:
1. Formative assessments students level of achievement
attained is tested and recorded to identify gaps in teaching
and learning and to make appropriate teaching adjustments
ie. Quiz
2. Summative assessments done for decision making,
specifically on the issuance of grades, promotion, rewards,
retention, remediation, and certification of achievement
ie. Midterm exam, battery exam, MTLE, NLEX, PLE,
HP Teachers Engagement in RESEARCH

Includes all forms of discovery and integration of

knowledge, critical analyses, and visual
performances (Braskamp and Ory, 1994)
Involved in scholarly work to further test and
explore new knowledge and other creative
activities
ie. conducting actual empirical studies, writing, editing or
producing creative instructional materials, critiquing journal
articles, editing journals and other literature, and presenting papers
in scientific and professional gatherings
Patient Care

Handling of individual patients in a

relatively narrow sense, as it involves
narrow interaction between the
professional and the patient seeking
professional help
Service

Willingness of the faculty and the health

science institution to take their proper
place in the whole range of health
services needed in the community (Sheps
et.al, 1965)

ie. Dental missions, managing HMOs, manning a

special clinic for marginalized patients as identified in a
completed community diagnosis, delivery of lectures,
conducting of seminars, training programs (long/short
term) outside regular classes
Problems in Evaluating HP Teachers

1.Evaluation scheme is not explained

adequately
2.Ambiguity of faculty responsibilities
3.Difficulty of evaluating their work
Problems in Evaluating HP Teachers

4. Teacher evaluation largely depends on

which of the four functions does an
institution mostly favor/s
ie. Research productivity vs education of medical student

5. Aiming for excellence in four areas

To avoid this problem, health science schools concentrate first on
the goal they want to excel at the most and make this their mission
Recommendations to solve these problems

1. Academic health centers constant

understanding and review of the changing
market and the corresponding change in
management and strategies
2. The faculty organization must be reconfigured
according to this changing market, which might
bring radical changes in the culture, structure,
and outputs expected of the faculty
3. Teacher evaluation
Teacher Evaluation
A reflection of what an educational
institution believes in and stands for

Why health science schools have to

evaluate their teachers?
It is their responsibility to both society and the
professions
General Purposes of Teacher Evaluation
(Darling-Hammond, Wise, and Peace, 1983)

Purpose Individual Organizatio

Level nal
Improvement Individual School
(Formative Staff improvement
assessment) development
Accountabili Individual School
ty personnel status (ie.
(Summative Certification
Information decision)
)
Problems in Evaluating HP Teachers

Many faculty members have a

negative reaction to teacher
evaluation
Faculty Career stages and their
characteristics (Baldwin,1991)
Career Professional tasks Personal tasks
stage
Novice Goal; competence, security in the Changes in oneself
organization, recognition image attitudes,
Learning the basic of the profession aspirations
socializing with the institutional culture New family
responsibilities
Financial obligations
Early Goal; Mastery of role, recognition by Short change family
Academic institution publication and research obligations
Advancement and promotion Neglected hobbies
Capability to function more fully and
perform more meaningful work
Mid career Goal; Promotion to full professor, Reexamination of
recognitions as true senior status personal values and
Maximum Productivity and greatest needs
influence Balance between
Accepting career plateau or setting new ones work and
goals personal roles
How can HP teachers be best evaluated?

Standard Format:
Focus
Types of data needed
Sources of information
Instrument to be used
Methods to analyze the data gathered
Focus of teacher evaluation and types of
data needed

Education, research, patient care,

and community service
Administrative work and professional
service rendered by teachers (based
on vision and mission of HSS)
ie. Three task as an educator (ID, CM, Eval SL) serve as
the constructs of the teachers role as an EDUCATOR
Basic expectations in types of data
needed as instructional designers
Basic expectations in designing Types of Data needed
instruction
1. Formulation of competencies Course outline
students should learn
2. Organization of subject matter Course outline and
consistent with a competencies sample slides or docu
lectures
3. Description of appropriate TL Course outline and
activities and strategies that match sample slides or docu
the competencies to be learned lectures
4. Development of preparation Sample instructional
pertinent instructional resources materials actual use in
class
5. Formulation of valid and Sample test or
Basic expectations and types of data
needed in classroom management

Basic Types of data needed

expectations
1. Deliverer of Course outline, class attendance,
instruction instructional design, presentation slides,
student feedback, student achievement,
extracurricular activities
2. Adviser Critical incident reports, student
feedback, student achievement, records
of thesis defense, number of advises
3. Counselor Critical reports, records of the office of
students affairs
4. Group Critical incident reports, student
 Basic expectations and types of data needed in doing
the role of assessor of student achievement

Basic expectations in teachers as Types of data needed

assessor of students achievement
A. Formative assessment
1.Construcy valid and reliable Test blueprint, sample test , eg,
examination written, oral and practical examination
2. Ask question that vary in levels of Sample of exercise and handouts
understanding showing guide questions
3. Provide students with opportunities
to test and apply their knowledge
4. Give feedback on the quality of
students work
B. Summative assessment
1. Construct valid and reliable Test blueprint, sample test , eg,
examination written, oral and practical
2. Show fairness in grading examination
 Basic expectations and types of data
needed in doing the role of researcher
Basic expectation on Types of data needed
teachers as researchers
A. Conduct research Complete research report/s, observance of
the scientific method, ethics, and intellectual
honesty in all research endeavors.
Papers read during scientific and
professional conference
B. Produce creative works Completed creative works or programs used
on presenting the completed work, papers
presented during scientific and professional
conferences
C. Edit and manage creative Actual edited and managed materials
works
D. Lead and manage funded Project concept paper and contract of
or commissioned studies grant
and projects
 Basic expectations and types of data
needed in evaluating the roles of
clinicians and extension workers
Basic expectation in teachers Type/s of data needed
as clinicians or community
volunteer workers
A. As Clinicians
1. Manage all patients and referral Patients records and
competently charts, hospital records,
2. Participate in hospital activities participation in hospital
related to their profession activities, referrals
B. As extension workers
1.Participation in volunteer, Records of faculty
health- related community members, extension of
activities activities
2.Conducting of short and
Sources of Information

Triangulation of sources use of different sources of

information for a sound teacher evaluation
Establish validity and reliability of evaluation findings

Students
Peers
Faculty administration
Records
INSTRUMENTATION IN TEACHER EVALUATION DATA

Selection of appropriate instruments

to use
Various procedures to be undertaken
Ensure validity and reliability
Consistent:
Purposes, foci, sources of information
(institution)
INSTRUMENTATION IN TEACHER EVALUATION DATA

Most popular choice of

instruments (teacher evaluation):
Checklists
Rating scales
Portfolios
Records
CHECKLISTS

Determine the presence, absence

(standard characteristics)
Rating scale

Measures degree of
quality(performance)

Summated rating scale

Semantic differential scale
 SUMMATED RATING SCALE
Likert scale

Most popular

Preceived to be greatest utility(construction, interpretability) Berk 1979

Variations:
More to less (intensity)
All to none (quantity)
Always to never (frequency)

Continuum

Anchor points three- to seven-point items

Strongly agree to strongly disagree
Always to never
Numbers/graphics

Scores summated (rating of each respondent)

SUMMATED
SEMANTIC DIFFERENTIAL SCALE

Lists items in a continuum (two

extremes)
SEMANTIC DIFFERENTIAL SCALE
PORTFOLIO
Collection of actual outputs
background, class description(time), grades, content, list of
state examinations passed, personal statement of teaching
philosophy and goals, documentation of efforts and initiatives
to improve ones own teaching, actual lesson plans,
instructional design, handouts and presentation slides, graded
works of students(projects, quizzes, samples of test actually
constructed and administered), colleagues observations,
notes of classes, written reflections of own teaching,
photographs/videos of participation in scientific and other
professional activities Dolittle 1994
Compiled(One folder)
Easier transport; subsequent evaluation Centra 1993; Sehlin1980
Analysis of teacher evaluation data

Analyzed quantitatively and qualitatively(depends on

extent and depth)
Formative assessments(more open and qualitative)
sitting beside session(committee memebers, faculty
member being evaluated) Centra 1993
Mentoring activity - committee presents the formative evaluation results
and both commit themselves to better performance)

Summative evaluation(quantitative) committee is

expected to make a recommendation to the
administration on the final standing of each faculty
member evaluated.
Administration of teacher evaluation
Carefully planned, adequately introduced to all those
concerned, implemented by a respectable and objective
committee, constantly reviewed for further improvement
and formulation of faculty development programs
Require objective support and commitment(administration)
Preliminary information(faculty members) have to be
gathered to establish their initial profile(demographic
characteristics, departmental affiliations, years of service,
career stages, no. and types of classes handled)
Can be developed in consultation with appropriate
channels(information, vision-mission of the school)
Administration of teacher evaluation
Methodology has to be secured
Appropriate orientations has to be done(receptive to
program)
Sampling procedures of respondents(students,
peers, administrators) have to be done in
consistency with people who have first-hand
experiences observing the faculty member at work
Different instruments can be administered at
various times or occasions in the school
year(depends on purpose and timing)
Administration of teacher evaluation

Data should be kept in order, retrievable but confidential

safekeeping should be ensured
Strenghten the institutional affiliation of the personnel
with the institution(Organizational faculty development
program)
Seminars
workshops(new legislations affecting health pros.)
Symposium(good/bad points of financed health care
Personal Programs
Enhance(personal characteristics
Ballroom dancing, physical exercises(promote health and wellness), team building
activites(promote camaraderie among them)
Administration of teacher evaluation

Instructional development programs

Enhance teaching, research, community
service
Short- and long- term training
programs
Updated on use of instructional media
Finer points of Powerpoint presenting
QUIZ
1-4. What are the four (4) areas where the school must
maintain their excellence?
5. Type of evaluation where the students level of
achievement attained is tested and recorded to identify
gaps in teaching and learning and to make appropriate
teaching adjustments
6. Handling of individual patients in a relatively narrow
sense, as it involves narrow interaction between the
professional and the patient seeking professional help
7-10. 4 most popular choice of instrument in teacher
evaluation.
11. Type of evaluation that is done for decision making,
specifically on the issuance of grades, promotion,
rewards, retention, remediation, and certification of
achievement.
12. Known as the Collection of actual outputs.
13-14. two (2) types of rating scale.