ASSESSMENT AND

EVALUATION
■ Evaluation
– Act of considering or examining something in order to judge the value,
quality, or importance of a thing/endeavor.
– Data gathered and summarized deal with “how effective are the teachers
teaching”
– Grades are the basis that are given to students

Assessment
- Designed to help the teacher find out how much and how well the students
are learning.
- Concerned with the different approaches that measure educational
effectiveness to provide feedback without any intent to give a grade/
Clinical area
- An anxiety-provoking and stressful environment for both teacher and the learner.

Factors which makes evaluation of student learning quite difficult:

1. Differences that exist between simulated setting where mistakes are allowed
to be committed as part of the learning experience and the reality setting where a
mistake may be fatal due to the fact that lives of real people are at stake.
2. Time of more than a few days that has lapsed between the practice in the simulated
setting in the nursing arts laboratory and the actual performance in the clinical area.
Techniques of Assessment
1. One Minute Paper
- usually used during the last three minutes of the class where the teacher asks the learners
to write down in ½ sheet of paper the answers to two questions (Angelo and Cross, 1993).
a. “What was the most important thing you have learned today?”
b. “What important point remains unclear to you?”
- allows the instructor to find out which points need to be clarified and to develop the skills
of metacognition, analysis, synthesis and critical thinking in the quickest time possible.
2. Muddiest Point (Mosteller, 1989)
- very easy and quick to use
- “What was the muddiest (most unclear) point in today’s lesson?”
- most helpful in introductory level courses or totally new lesson
3. Directed Paraphrasing
- requires students to “state in their own words” what they just learned.
- shows level of understanding/comprehension and their ability to translate information.
- one of the most important skill of a nurse is to be able to translate into laymen’s terms the
medical and nursing jargon to clients.
4. Application Cards
- learners are asked to note donw on an index card one possible application of any principle,
theory or new information that has been recently taught by the instructor.
- responses are immediately read or the best ones will be shared
- effective way of applying theories learned to actual situations and to see the relevance of
what was learned
EVALUATION OF STUDENT
LEARNING
Learning Objectives
- should be the basis of evaluation. A test is administered and graded ( De Young,
2003)
1. Multiple-choice Questions
- Most commonly used in nursing licensure and certification examinations because
they are often easy to score manually and by computer.
- some people claim that these can’t test the higher levels of learning and critical
thinking skills (Masters, et. al., 2001)
- When learners use multilogical thinking in answering, critical thinking can be
tested (Morrison and Free, 2001)
a. Test for Comprehension
- As a nurse educator conducting health education classes among a group of no read, no
write peasants, what percentage of your teachings will be remembered if you ask them to
actually perform the proper way of washing their hands after using pesticides?
a. 10% b. 30% c. 70% d. 20% e. 90% f. 50%
b. Test for Application
- the best site for administering Vit. K injection to newborn is in:
a. gluteus minimus b. deltoid muscle
c. gluteus maximus d. vastus lateralis
c. Test for Evaluation
- An orthopoietic patient is placed in high Fowler’s position. What data would indicate the
need to reassess the situation and maybe reposition the patient?
a. coughing and expectoration b. inability to rest
c. decreased use of the accessory muscles d. increased chest expansion
Parts of an MCQuestion
a. Stem
- the question itself; can be worded asa a:
i. question:
Example: Which phrase best defines the atelectasis?
a. A collapsed portion of the lung
b. Fluid in the lung
ii. Incomplete statement
Example: Atelectasis can be best defined as
a. a collapsed portion of the lung
b. fluid in the lung
(Note: Punctuations in the options should be grammatically compatible with the
stem.)
b. Options
- possible answers or solutions
i. answer - the correct option
ii. Distracters - the incorrect options

Guidelines in Answering MCQ Types:

1. Avoid negatively stated stems because they make the question more confusing.
2. When using the word “except” it should be in uppercase OR underlined. (EXCEPT or except)
3. “All of the above” or “none of the above” should be used sparingly.
4. It is better to use only three options than include nonsense distracter.
5. Options should be grammatically consistent with the stem.
6. Options should be fairly short and of the same length
7. Place options in logical order like ascending or descending order, or alphabetical order for
single-word items
8. Avoid the use of qualifying terms- like all, always, and never usually indicate negative
statements and sometimes, usually, often and general are found in true statements.
9. Avoid setting “patterns” for answers b and c as the correct answers; they should be
evenly distributed among the letters a, b, c, and d.

2. True-False Questions
- test the lowest levels of learning (knowledge and comprehension) and have limited
use for nursing exams but can be used to test ancillary learning.
a. Word or express the statement so that it is clearly understood as either true or false.
b. The test item should contain only one idea
c. Avoid the use of qualifiers (always, never, etc)
d. Introduce variations (modifications) of true or false questions
3. Matching Questions
- lowest level of knowing which test knowledge, specifically recall of the relationships
between two things (dates and events, structures and functions, terms and definitions).
- Set up as two lists, the premises usually on the left and the answers on the right.
4. Essay Type Questions
- test the highest levels of knowing which are analysis, synthesis, and evaluation but
are used sparingly because they are time-consuming to answer and to score.
a. Restricted response items or short-answer questions put limitations to the type of
response requested (“describe in a few sentence”/”explain the two process involved
in…”
b. Extended response questions or full essay questions (Oermann, 1999)
“Compare and contrast two theories of death and dyinh, and describe the nurse’s role
in supportive care based on her theory of choice”
2 Approaches in scoring essay questions:
a. Point Method (Analytic Method)
- Instructor makes a list of elements that must be included and assign points.
b. Rubric method (Holistic Method of Scoring)
- includes qualitative rating scale
- the teacher’s concern is whether the points of argument are clearly defined and
defensible; if the writing is clear and grammatically correct and if the relevant facts have
been included.
- set of printed rules or instructions; a class or category of things
- Latin word rubric or red ocher, ruber meaning red
EVALUATION OF PATIENT LEARNING
The most important outcome of patient teaching is a change in health-related behaviors and
how these are applied to attain healthy lifestyle and wellness.
Psychomotor skill testing
- basically require a return of demonstration of procedures or the handling of certain
equipment and how correctly and effectively this is executed
Patient Interview
- through discussion and questioning, the nurse can find out points which need further
clarification or explanation.

For legal and accreditation purposes, the nurse must document the health teachings given
and what the patient has learned.
EVALUATION IN HEALTHCARE EDUCATION
- This process involves gathering data, summarizing, interpreting and using data to
determine the extent to which the instructional and learning objectives have been met in
relation to the teacher and the learner.
5 Types of Evalution (Roberta Abruzzese (RSA) Evaluation Model):

1. Process (Formative) Evaluation

- adjustments are made in an educational activity as soon as they are needed.
- “How can teaching be improved to facilitate learning?”
2. Content Evaluation
- designed to find out if the learner has acquired the knowledge and skills that have
been taught through return demonstration or cognitive tests.
- “Were the specific objectives met as a result of teaching?”
3. Outcome Evaluation
- determines the effects or outcomes of the teaching efforts and “sums up” what
happened as a result of the educative process.
- focuses on course objective and measures changes occurring as a result of teaching and
learning.
* Was teaching appropriate?
* Did the individuals learn?
* Were behavioral objectives met?
4. Impact Evaluation
- aims at determining the effects of educational program on the institution or the
community and is it worth the continuing.
- focuses on goals of the course
- so expensive and time-intensive, it is focused on courses and programs dealing with
quality patient care and cost-effectiveness healthcare
5. Program Evaluation
- designed to assist and audience to judge and improve the worth of some object like
and educational program.
- scope of program is broad, it is generally focusing on the overall goals rather than
on the specific objectives encompassing all aspects of the educational activity.

Evaluation
- very important element in the teaching-learning process
- its results should be used as a guide to future planning and improvemen of the
educational endeavor.
INTERACTION PROCESS ANALYSIS/ PROCESS
RECORDING
- It is and individual output of the student where which supplements the nursing care plan
for analyzing the quality, effectivity, and efficiency of care that was rendered by the
student nurse (de Tornyay and Thompson, 1987).
Process recordings
- contain a verbatim (direct quoting) account of what was said during the nurse- patient
interaction (NPI).
- provides good means for evaluating or analyzing in retrospect, the interactions,
thoughts and feelings that transpired during the student-client interaction.
- can be used anywhere but are mostly used in psychiatric and public health
settings
Thank you.