Evaluation Flashcards
Is defined as a systematic process that judges the worth or value of something in this case, teaching and learning.
Evaluation
focuses on initially gathering, summarizing, interpreting, and using data to decide a direction for action.
Assessment
involves gathering, summarizing interpreting, and using data after an activity has been completed to determine the extent which an action was successful.
Evaluation
Differences between these two terms are in:
Timing and purpose
An education program begins with an assessment of learner’s needs.
• While the program is being conducted, periodic evaluation lets the educator know whether the program and learner’s progress are proceeding as planned.
• After program completion, evaluation identifies whether and to what extent identified needs are met and learning outcomes are achieved.
Education vs Assessment
FOCUS OF EVALUATION
• Audience
• Purpose
• Questions
• Scope
• Resources
Includes the persons or groups for whom the evaluation is being conducted.
• The primary audience is the individuals or groups who requested the evaluation or who will use the evaluation results and the general audience is those who might be benefit from the findings of the evaluation.
• Patients and their families, peers other professional colleagues, manager of a unit, supervisor, chief nursing officer, chief executive officer of the institution, or a group of community leaders.
Audience
• The purpose answers the question,
“Why is the evaluation being conducted?”
• Questions to be asked must be directly related to the purpose for conducting the evaluation, must be specific, and must be measurable.
• Examples: “To what extent are patients satisfied with the cardiac discharge teaching program?” and “How frequently do staff nurses use the diabetes teaching reference materials?”
Questions
• considers the extent of what is being examined, such as, “How many aspects of education will be evaluated?” How many individuals or representative groups will be evaluated?” and “What time frame is to be evaluated?”
Scope
include time, experience personnel, materials, equipment, and facilities.
• A realistic appraisal of which resources are accessible and available relative to the resources that are required is crucial in focusing any evaluation.
Resouces
Essay Examinations
• Objective Examinations ▪ Multiple Choice questions ▪ True or False questions ▪ Matching Type questions
• Objective Problem Situation Test
Evaluative devices
▪ ▪
Intelligence Tests Prognostic tests Achievement Tests
Standard Tests
• Ask the patient to read pamphlets or brochures and fact sheets
• Interview patients
• Determine change of patient behaviors
• Do a return demonstration
• Evaluate performance and provide reinforcements
• Document the teaching information
EVALUATING PATEINT LEARNING
to make necessary adjustments on an educational activity as soon as they are identified such as:
▪
Changes in personnel, materials, facilities, teaching methods, learning objectives, or even the educator’s own attitude.
➢ Helps the nurse anticipate and prevent problems before they occur or identify problems as they arise.
➢ Important in providing patient care based on clinical practice guidelines (CPGs) sometimes referred to Clinical Pathways (CPWs)
Purpose
Measures or evaluates the processes and progress Level of student’s learning and progress of the educational program On-going feedback is given Will help students identify the strengths and weakness.
Formative Process Evaluation
Given at the end of the learning experience.
Clinical or RLE evaluation is nursing always involves summative evaluation This will determine the students level of achievements and extent to which learning outcome has been met.
Learners are informed of the behavior expected of them to achieve a certain grade.
Grading is less subjective.
Summative or outcomes or end-p evaluation
to determine the effects of teaching efforts.
▪ Measures the changes that result from teaching. ▪ Summarizes what happened based on the education intervention.
Purpose
BARRIERS TO EVALUATION
- Lack of Clarity
- Lack of Ability
- Fear of punishment or loss of self-esteem
If the focus for evaluation is unclear, unstated or not well defined, then undertaking an evaluation is difficult if its purpose or what will be done with results is unknown.
LACK OF CLARITY
Inability to conduct education evaluations meet often results from lack of knowledge, confidence, interest, or resources needed to carry out this process.
➢ The persons conducting the evaluation, therefore
must accept responsibility for knowing the resources that are necessary and for providing this information to the primary audience.
LACK OF ABILITY
Evaluation might be perceived as a judgment of
someone’s value or personal worth.
➢ The learner and the teacher may fear that anything less than perfect performance will result in criticism, punishment, or their mistakes will result in their being labeled as incompetent.
FEAR OF PUNISHMENT OR LOSS OF SELF-ESTEEM
