D. E. Society’s Smt. Subhadra K.

Jindal
College of Nursing

ASSIGNMENT
ON
EVALUATION PERFORMA

SUBJECT: NURSING MANAGEMENT

SUBMITTED TO SUBMITTED BY

Mrs. Raymol Abraham Mrs. Sheetal Thakur

Associate Professor final Year, M.Sc. Nursing
DES S.K Jindal College of DES S.K Jindal College of
Nursing, Pune Nursing, Pune

DATE OF SUBMISSION
25- 09- 2023
Introduction

In the ever-evolving landscape of education, the quest for excellence is a continuous journey. At
its heart lies the pivotal concept of "evaluation performance." This multifaceted process serves as
the compass by which educators, institutions, and policymakers navigate the complex terrain of
teaching and learning. As we embark on this exploration, we delve into the significance,
methodologies, and implications of evaluation performance in education.

Evaluation performance in education is not merely a bureaucratic exercise or a numerical exercise.

It is the cornerstone of educational progress and transformation. It is the means by which we assess
the effectiveness of our teaching methods, the growth of our students, and the overall quality of
our educational institutions. Whether it's measuring a student's understanding of a subject, gauging
a teacher's impact in the classroom, or scrutinizing the broader outcomes of educational programs,
evaluation performance is the lens through which we gain insights, make informed decisions, and
drive improvement.

Moreover, this will scrutinize the challenges and ethical considerations that accompany evaluation
performance. In an era of data-driven decision-making, it is imperative to strike a balance between
accountability and the holistic development of learners. The implications of evaluation
performance reach far beyond the classroom; they resonate throughout the educational ecosystem,
shaping policies, funding, and the very future of our educational systems.

Definition:

According to Ralph Tyler:

“Evaluation is the process of determining to what extent the educational objectives are being
realized”.

According to James M.lee:-

“Evaluation is the appraisal of pupil’s progress in attaining the educational goals set by the school,
the class and himself. The chief purpose of evaluation is to guide and further the students learning.
Evaluation is thus a positive rather than a negative process”.
The concept of evaluation in education (1963) of the NCERT considers evaluation as the ‘Process
of determining:- - The extent to which an objective is being attained - The effectiveness of the
learning experiences provided in the classroom - How well the goal of education have been
accomplished.

Purposes:

1. Assessment of Learning: Evaluation is used to assess what students have learned. It helps
educators determine whether students have met the learning objectives and standards set
for a particular course or educational program.
2. Feedback for Improvement: Evaluation provides feedback to both students and teachers.
Students receive feedback on their strengths and areas for improvement, while teachers can
use evaluation data to adjust their instructional methods.
3. Accountability: Educational institutions and policymakers use evaluation to hold schools
and teachers accountable for the quality of education they provide. It can be used to make
decisions about funding, accreditation, and school improvement.
4. Curriculum Development: Evaluation helps in the development and refinement of
curricula. By assessing what works and what doesn't, educators can make informed
decisions about curriculum design and content.
5. Teacher Professional Development: Teacher evaluation is used to identify areas where
educators may need additional support or training. It plays a role in shaping professional
development plans.
6. Quality Assurance: Evaluation is a tool for maintaining and ensuring the quality of
education. It helps identify areas where improvements are needed to meet certain standards
and benchmarks.
7. Research and Data Analysis: Educational researchers often use evaluation data to conduct
studies and research related to teaching and learning. It contributes to the body of
knowledge in education.
8. Policy Development: Evaluation data can inform educational policy decisions.
Policymakers use data to make informed choices about curriculum standards, testing
requirements, and other educational policies.
 9. Parent and Stakeholder Communication: Evaluation results can be shared with parents and
other stakeholders to keep them informed about the progress and quality of educational
programs.
10. Student Placement and Advancement: Evaluation results can influence decisions about
student placement in advanced courses, special education programs, or other educational
tracks.

Characteristics of evaluation in education

1. Continuous process:- Evaluation is a continuous process. It leads together with Teaching-

learning process.
2. Comprehensive:- Evaluation is comprehensive as it includes everything can be evaluated.
3. Child-Centered:- Evaluation is a child-centered process which gives importance to the
learning process, not to the teaching process.
4. Remedial:- Evaluation comments on the result which helps in remedial work it is not a
remedy Evaluation is remedial in nature.
5. Cooperative process:- Evaluation is a cooperative process involving students, teachers
parents, and peer-groups.
6. Teaching Methods:- Effectiveness of teaching methods is evaluation.
7. Common practice:- evaluation is a common practice among the proper growth of the child
mentally and physically.
8. Multiple Aspects:- it is concerned with the total personality of students.

Importance of evaluation in education

Evaluation in education has great importance in teaching-learning process, following the common
purpose of evaluation.
1. Diagnostic:-Evaluation is a continuous and comprehensive process helps the teacher in
finding out the problems, it helps a teacher in cutting the problem of his students.
2. Remedial:-By remedial work we mean, the proper solution after identifying the problems
a teacher can give proper solution for a desirable change in learners behavior and to develop
a personality.
 3. To clarify the objectives of education:-An another importance of evaluation is to clarify
the objectives of education. The objective of education is to change in learner’s behavior.
By evaluation, a teacher can prove of change to learner’s behavior.
4. It provides Guidance:-if a teacher has the proper knowledge and about his learners only
than he can guide him. And guidance can only after proper evaluation which involves all
dimensions abilities, aptitude, interest, and intelligence, etc.
5. Helpful in classification:-Evaluation is a source by which a teacher know the various
levels of his students as intelligence, ability, and interest on this basis he can classify his
students and provide them guidance.
6. Helpful in Improvement of Teaching and Learning process:- By evaluation is a teacher
could not only improve the personality and learner but he is also able to know the level of
his teaching and can improve it. Thus it is helpful in the improvement of the teaching and
learning process.

Principles of Evaluation

Evaluation is based on the following principles:-

1. Principle of continuity:- Evaluation is a continuous process, which goes on continuously

as long as the student is related to education. Evaluation is an important part of the
teaching-learning process. Whatever the learner learn, it should be evaluated daily. Only
then the learner could have better command on language.
2. Principle of comprehensiveness:- By comprehensiveness we means to assess all aspects
of the learner’s personality.it concerned with all-round development of the child.
3. Principle of Objectives:- Evaluation should be based on the objectives of education. It
should be helpful in finding out where there is a need for redesigning and refraining the
learner’s behavior.
4. Principle of Learning Experience:– Evaluation is also related to the learning experiences
of the learner. In this process, we don’t evaluate only the curricular activities of the learner
but his co-curricular activities are also evaluated. Both types of activates are helpful in
increasing learners experiences.
 5. Principle of Broadness:– Evaluation should be broad enough to cover all the aspects of
life.
6. Principle of Child – Centeredness:- Child is in the center, in the process of evaluation.
The behavior of the child is the central point for assessment. It helps a teacher to know the
grasping power of a child and usefulness of teaching material.
7. Principle of Application:- During the teaching and learning process the child may learn
many things, but it may not be useful in his daily life. He can’t apply it, then it is useless
to find. It can be known through evaluation. Evaluation judges that student is better to apply
his knowledge and understanding in different situations in order to succeed in life.

Types of evaluation

1.Student Evaluation:

a) Formative Assessment: Ongoing assessments used by teachers to monitor student learning

during the learning process. It helps in providing feedback and adjusting instruction.
b) Summative Assessment: Assessments conducted at the end of a learning period to
determine the overall performance and achievement of students. Examples include final
exams and standardized tests.
c) Criterion-Referenced Assessment: Evaluating students' performance based on specific
criteria or learning objectives.
d) Norm-Referenced Assessment: Comparing a student's performance to that of a group or
norming group, often used in standardized tests.

2. Teacher Evaluation:

a) Formative Evaluation: Continuous assessment of a teacher's performance to provide

feedback and support for improvement.
b) Summative Evaluation: Periodic assessment to determine the overall effectiveness of a
teacher. This is often used for decisions related to promotion, salary, or retention.
c) Peer Evaluation: Colleague reviews of a teacher's performance.
 d) Student Evaluation of Teaching (SET): Feedback collected from students to assess a
teacher's effectiveness.

Process of Evaluation:

(i) Identifying and Defining General Objectives:

In the evaluation process first step is to determine what to evaluation, i.e., to set down educational
objectives. What kind of abilities and skills should be developed when a pupil studies, say,
Mathematics, for one year? What type of understanding should be developed in the pupil who
learns his mother tongue? Unless the teacher identifies and states the objectives, these questions
will remain unanswered.

The process of identifying and defining educational objectives is a complex one; there is no simple
or single procedure which suits all teachers. Some prefer to begin with the course content, some
with general aims, and some with lists of objectives suggested by curriculum experts in the area.

While stating the objectives, therefore, we can successfully focus our attention on the product i.e.,
the pupil’s behaviour, at the end of a course of study and state it in terms of his knowledge,
understanding, skill, application, attitudes, interests, appreciation, etc.

(ii) Identifying and Defining Specific Objectives:

It has been said that learning is the modification of behaviour in a desirable direction. The teacher
is more concerned with a student’s learning than with anything else. Changes in behaviour are an
indication of learning. These changes, arising out of classroom instruction, are known as the
learning outcome.

What type of learning outcome is expected from a student after he has undergone the teaching-
learning process is the first and foremost concern of the teacher. This is possible only when the
teacher identifies and defines the objectives in terms of behavioural changes, i.e., learning
outcomes.

These specific objectives will provide direction to teaching-learning process. Not only that it will
also be useful in planning and organising the learning activities, and in planning and organising
evaluation procedures too.
Thus, specific objectives determine two things; one, the various types of learning situations to be
provided by the class teacher 10 his pupils and second, the method to be employed to evaluate
both—the objectives and the learning experiences.

(iii) Selecting Teaching Points:

The next step in the process of evaluation is to select teaching points through which the objectives
can be realised. Once the objectives are set up, the next step is to decide the content (curriculum,
syllabus, course) to help in the realisation of objectives.

For the teachers, the objectives and courses of school subjects are ready at hand. His job is to
analyse the content of the subject matter into teaching points and to find out what specific
objectives can be adequately realised through the introduction of those teaching points.

(iv) Planning Suitable Learning Activities:

In the fourth step, the teacher will have to plan the learning activities to be provided to the pupils
and, at the same time, bear two things in mind—the objectives as well as teaching points. The
process then becomes three dimensional, the three co-ordinates being objectives, teaching points
and learning activities. The teacher gets the objectives and content readymade.

He is completely free to select the type of learning activities. He may employ the analytico-
synthetic method; he may utilise the inducto-deductive reasoning; he may employ the experimental
method or a demonstration method; or he may put a pupil in the position of a discoverer; he may
employ the lecture method; or he may ask the pupils to divide into groups and to do a sort of group
work followed by a general discussion; and so on. One thing he has to remember is that he should
select only such activities as will make it possible for him to realise his objectives.

(v) Evaluating:
In the fifth step, the teacher observes and measures the changes in the behaviour of his pupils
through testing. This step adds one more dimension to the evaluation process. While testing, he
will keep in mind three things-objectives, teaching points and learning activities; but his focus will
be on the attainment of objectives. This he cannot do without enlisting the teaching points and
planning learning activities of his pupils.
Here the teacher will construct a test by making the maximum use of the teaching points already
introduced in the class and the learning experiences already acquired by his pupils. He may plan
for an oral lest or a written test; he may administer an essay type test or an objective type of lest;
or he may arrange a practical test.

(vi) Using the Results as Feedback:

The last, but not the least, important step in the evaluation process is the use of results as feedback.
If the teacher, after testing his pupils, finds that the objectives have not been realised to a great
extent, he will use the results in reconsidering the objectives and in organising the learning
activities.

He will retrace his steps to find out the drawbacks in the objectives or in the learning activities he
has provided for his students. This is known as feedback. Whatever results the teacher gets after
testing his pupils should be utilised for the betterment of the students.

Tools and technique for evaluation

1. Checklist: A checklist is a list of items for consideration. They can be in the form of
questions or actions to be carried out. They can have a scoring system or they can collect
comments. Checklists can speed up the collection of information by using tick – boxes and
rating scales. They need to be carefully designed to make sure that when they are
completed, the results are reliable and true.
2. Rating Scale: Used to classify opinions and judgment regarding situation, object etc.
Rating scale refer to a scale with a set of points which describes varying degree of the
dimension of an attribute being observed
3. Questionnaire: It is a device in the form of questions or statements Used for collecting
factual data. It is a systematic compilation of questions that are submitted to the person
about which information is desired.
4. Anecdotal Record : It’s a record of informal teacher observations regarding the pupil. It’s
a record of factual descriptions of significant event in the pupil’s life. An event in the
anecdotal record is known as ‘ Anecdotal’.
 5. Cumulative Record : It’s a record of the complete history of the pupil It’s recorded
cumulatively from period to period It gives information about physical, intellectual, social,
scholastic, personality etc
6. Tests: Most popular tool for collecting data for evaluation Classified into three

a) Oral tests
b) Written tests
c) Performance test.
d) Types of tests

7. Norm Referenced Tests

8. Criterion Referenced Tests
9. Teacher Made Tests
10. Standardized Tests.

Techniques of Evaluation

1. Self Reporting
2. Testing
3. Observation
4. Interview
5. Case Study
6. Sociometry
7. Projective Techniques

1.Self Reporting.

React to items concerning his own behavior or characteristics. Used for measuring the traits like
interest, adjustment, attitude etc. Obtained through a check list, questionnaire, rating scale etc.

2.Testing

Commonly used technique of evaluation. Mainly focused on cognitive traits

3.Observation

Not mere looking It’s the purposeful, goal oriented perception of an object or situation The teacher
observes the behaviors of the student, if any relevant feature notice in behavior should be recorded
as objectively as possible. observation subjectivity of the observer will be often reflected in the
judgment.

Different types of observation :

a) Controlled observation/Experiment: Observation under controlled

b) Uncontrolled observation: Observation of events as they naturally occur.
c) Participatory observation: Observe the students by the observer while participating in the
same

d) activity with the students.

Merits

• Natural & Flexible

• Economical
• Easy to implement
• Can be used for all ages

Demerits

• Not possible in all conditions

• Highly subjective
• Not accurate
• It fails when the individual hide the actual behavior.
4. Interview

Used to gather information in a face to face session regarding an individual’s experience, opinion,
believes, feelings, etc. It’s a conversation with a purpose.

Types of Interviews

A. Structured Interviews – Questions are pre – planned by the interviewer – It is systematic

B. Unstructured Interviews – Questions are not pre – planned by the interviewer – It is flexible

5. Case Study

It is the in – depth study of a case such as an individual, a family, a community, an institution or a

group. It aims to solve the deep rooted problems.

Merits

• Gives holistic picture about an individual

• Helps to solve the problem.
• Productive in nature

Demerits

• Subjective
• Time consuming
• Generalization is not possible

6. Sociometry

L Moreno developed. It used for describing the social preferences of individuals in a group. It
reveals the social acceptance of an individual & their inter personal relationships. It will help the
teacher to identify.
7. Projective Techniques

Used in personality assessment Used to collect data which cannot be collected directly from the
individual. It helps to project one’s inner feeling in an unconscious’ manner. Examples for
Projective Techniques:

• Rorschach’s Ink Blot Test

• Thematic Apperception Test (TAT)
• Word Association Test (WAT)
• Sentence Completion Test
• Children’s Apperception Test (CAT).
 DES SMT. SUBHADRA K. JINDAL COLLEGE OF NURSING

SECOND YEAR M.Sc. NURSING

MEDICAL SURGICAL NURSING – II (CRITICAL CARE NURSING)

EVALUATION CRITERIA – NURSING CARE PLAN

Name of the student:

Field placement:

Topic: Date: / /

SR.NO CRITERIA MARK ALLOTED MARK OBTAINED

1. History taking 06
2. Assessment of needs and problems 10
3. Nursing process 16
4. Implementation of care 10
5. Follow up care 04
6. Bibliography 04
TOTAL 50

REMARKS:

Signature of students Signature of supervisor

Summary:
In this evaluation performance assignment, We assessed various aspects, including Definition of
evaluation, purposes of evaluation, characteristics, principles of evaluation types of evaluation and
process and tools technique for evaluation of the students. Discuss about the how to form the
evaluation criteria for nursing care plan.

Conclusion:
Based on the evaluation performed, it is evident that evaluation of the student using different
technique is very much useful. The strengths identified, such as to assess the strengths and
weakness of students, underscore the positive aspects of evaluation. However, it is crucial to
address the areas that require improvement, such as [list weaknesses or areas for improvement].
This evaluation provides a basis for evaluate the overall performance of the student.
REFERENCES:

1. Joginder vati Principles & practice of nursing management & administration, jaypee
brothers Medical publishes, chapter 42
2. Sullivan EJ & Decker JP (2010). Effective leadership & management in nursing 6th ed.
Newjersy , Pearson Prentice Hall. 278-284
3. A comprehensive text book on nursing management, I ed., Bangalore, Emmess Medical
Publishers. 473-489 11/20/2020 17 Performance appraisal.
4. www.Performance appraisal.com
5. www.slideshare.com