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Evaluating The Teaching Program

The document discusses various methods for evaluating teaching programs and student learning, including essay examinations, objective examinations, objective problem-solving situations, standardized tests, and rating scales. It provides details on the purpose and administration of each method as well as their advantages and disadvantages. The overall goal of evaluation is to improve educational programs, achieve learning goals, and provide feedback to motivate and guide students.

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Lorenz Jude Cańete
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135 views

Evaluating The Teaching Program

The document discusses various methods for evaluating teaching programs and student learning, including essay examinations, objective examinations, objective problem-solving situations, standardized tests, and rating scales. It provides details on the purpose and administration of each method as well as their advantages and disadvantages. The overall goal of evaluation is to improve educational programs, achieve learning goals, and provide feedback to motivate and guide students.

Uploaded by

Lorenz Jude Cańete
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Gather information needed for administrative

NCM 121: Health Education


purposes such as choice of students for
EVALUATING THE TEACHING PROGRAM honors, courses, placement of students for
advanced standing, writing recommendation
and meeting graduation requirements among
others.
EVALUATION
CRITERIA FOR SELECTION OF EVALUATIVE
A process of ascertaining or judging the value
DEVICES
of something through careful appraisal.
A means of helping an individual or group of 1. SAMPLING OF THE OBJECTIVES
individuals to be self-directing.
Assists in the establishment of specific goals All of the objectives in the course should be
which in turn serve as criteria for judging tested.
desirable changes. The teacher who has defined carefully and
clearly the behaviors implicit in the educational
FUNCTIONS OF EDUCATIONAL objectives will be aware of all the objectives as
EVALUATION basis for developing good tests.

Improve educational programs 2. SAMPLING OF THE CONTENT


Achieve educational goals
Motivate and guide the learning activities of The teacher must make certain that there are
the individual learners enough items representative of the range of
Motivate the teacher to evaluate critically her the course content taught and emphasizing
teaching practices, the student’s learning what the students “must know” rather than the
effectiveness and her own personal goals. “nice to know” component of the course.
Motivate the teacher to work together for the
improvement of the curriculum and the 3. VALIDITY
educational program.
It is the degree or extent to which it measures
what it intends to measure.
PURPOSE OF EVALUAT ION
The degree to which a test measures anything
Determine the level of knowledge and and measure it accurately, is the reliability of
understanding of the student in her classes at the test.
various stages during the semester. What is intended to measure is the criterion for
Assess the level of student’s clinical the relevance of the test.
performance at various stages.
Become aware of the specific difficulties of 4. RELIABILITY
individual students or of the entire class, as
It is determined through application and
basis for further teaching.
statistical computation.
Diagnose every student’s strength and
weakness and to suggest needed remedial
5. PRACTICALITY
measures.
Encourage student’s learning by measuring Refers to the development of evaluation
their achievement and informing them of their devices capable of being administered and
success. scored with reasonable ease and within the
Help students acquire the attitude of and skills limits of time and of the resources imposed by
in self-evaluation. circumstances.
Help students become increasingly self-
directing in their pursuit of knowledge. 6. USEFULNESS
Provide more examinations and opportunities
to practice critical thinking, the application of Tests are used for various purposes, besides
principles and the making of judgments among providing basis for student’s grades and
others. diagnosing of student’s abilities in measuring
Estimate the effectiveness of teaching and speed, power and comprehensiveness and for
many other purposes.
learning techniques of subject content and use
of instructional media in reaching goals of the
course.
WIDELY USED EVALUATIVE DEVICES 4. STANDARDIZED TESTS

1. ESSAY EXAMINATIONS These are tests and scales that have met the
criteria of testing.
Refer to the subjective type of evaluation in Types:
which students are given questions requiring o Intelligence Tests
critical analysis of situations based on o Prognostic Tests
concepts or principles learned. o Achievement Tests
Consuming to score
Testing the highest level of thinking, 5. RATING SCALES
particularly analysis, synthesis, and evaluation
of given situation (Emerson, 2007). Is a standardized method of recording
interpretations of behavior.
2. OBJECTIVE EXAMINATIONS Students are rated on a scale from low to high
with respect to a particular or specific unit.
Consist of a large number of questions and
statements
Answers are indicated by marking the correct
response to a particular question in a
prescribed manner.
Questions are in objective form and are
examinations are usually printed, photocopied
or mimeographed and a copy is given to each
student (De Young, 2003).
Objective tests are more reliable than essay or
other types because they are free from
personal opinion or scoring.
Types
o Multiple Choice Questions
o True or False Questions
o Matching Questions

3. OBJECTIVE PROBLEM-SOLVING
SITUATIONS

Describes a situation, not previously presented


to the student with sufficient detail to out the
problem involved.

ADVANTAGES
Used to present patterns of behavior that
constitute nursing competence.
Less time consuming for the student to answer
Useful to determine the students’ ability to
apply principles to new or related situations.
Can analyze easily the type of errors made by
students in the use of basic principles and
concepts.

DISADVANTAGES
Time consuming to prepare
Requires great skill to prepare valid, reliable
problem-situations.
Requires considerably more space than
objective tests.

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