PROGRAM EVALUATION It is a process of making judgment about the extent to which a particular educational program achieved its objective and is also measuring the extent to which a program delivered is effective and efficient in full filling its intended purpose of its development or creation.

• To measure the progress of a program• To identify any problem and to resolve any conflicts

• To enhance utilization of available resources

• To provide baseline information for future evaluation and planning

• To modify and to make any remedial measures

AIMS OF PROGRAM EVALUATION

•Philosophy and objectives of the college • Admission criteria • Staff welfare activities • Faculty position • Curriculum • Student's performance • Infrastructural facilities • Records and its maintenance

Components

Consistency with the objectives Comprehensiveness Sufficient diagnostic value validity Unity of evaluation judgment Continuity

CRITERIA FOR EVALUATION

1 ) Context Evaluation It provides the information pertaining to the

environment in which the evaluation is being carried out.

2 ) Input Evaluation This is the next stage of evaluation. Input

evaluation mainly evaluates men, money, material and policies to implement goals.

3)Process evaluation monitors the strategy adopted to implement

the program and gets constant feedback and also identifies the defects in the program.

4) Product and Outcome Evaluation Finally the product evaluation looks into the

final product, i.e. whether the curriculum has accomplished the desired objectives.

Product evaluation provides data to match with the mission and goal of the program.

3 ) Eisner’s Connoisseurship Model This is one of the qualitative models of

evaluation. Unlike quantitative models such as Tylerian model, CIPP model, this model does not collect data. The evaluation mainly narrates, describes and makes a through portrayal of the event or situation

Evaluation, an integral part of an educational program, is the process of judging the effectiveness of educational experience through careful appraisal.

According to Ralph Tyler (1950), Evaluation is the process of determining to what extent the educational objectives are being realized.

Course evaluation

Measurement : A quantitative process involving the assigning of a number to an individual's characteristics.

Assessment : A term used instead of measurement when a numerical value is not involved, e.g. checklists of behaviors.

Evaluation : The process of judging the value or worth of an individual's characteristics obtained by measurement or assessment.

Test : An instrument or tool for obtaining measurements or assessments, e.g. an essay.

Examination : A formal situation in which students undertake one or more tests under specific rules.

Evaluation, in a general sense, is a process of assessment.

Evaluation is a continuous process. It is a systematic process Evaluation differs

from measurement. It is an integral part of education.

Concepts of Evaluation

Evaluation takes its direction from a definition of education which, stated in its broadest sense, is to enable students to realize their potential as human beings.

Evaluation is a means to an end and never an end in itself

Evaluation, by definition, connotes value. Evaluation involves teacher judgment. Validity and reliability are of paramount

concern in any evaluation activity.

Principles of Evaluation

Evaluation is an integral part of the teaching-learning process

Every evaluation should be made with reference to specified outcomes.

Evaluation procedures should take into consideration individual differences among students.

Evaluation of students involves more than a single appraisal at any one time.

The process of evaluation begins with the outcomes of educational the program.

Formative evaluation is done during an instructional program.

The instructional program should aim at the attainment certain objectives during the implementation of the program.

It is done to monitor learning and modifying the program if needed before its completion.

Formative evaluation is for current students

1 ) Formative Evaluation

Summative evaluation is done at the end or completion of a particular instructional program

whose duration may vary from a semester to whole year and to know whether the student is competent enough for certification.

Since the result is usually in the form of a single total score or a pass or fail, there is little scope of meaningful feedback either to the learner or to the teacher

2 ) Summative Evaluation

The terms criterion-referenced and norm-referenced were originally coined by Robert Glaser.

A criterion-referenced test is one that provides for translating test scores into a statement about the behavior

Example, the criterion may be "Students should be able to correctly add two single-digit numbers", and the cutscore may be that students should correctly answer a minimum of 80% of the questions to pass.

3 ) Criterion-referenced Test

A norm-referenced test / NRT is a type of test, assessment, or evaluation which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured

4 ) Norm-referenced Test

Evaluation by teacher through teacher made and standardized tests, observation and other techniques is called for and this is known as internal assessment.

6) External Examination External examination or assessment is

organized and conducted by an external agency, other than the college. The below mentioned question helps to gain insight in conducting external examination

5 ) Internal Assessment

1)Essay Examinations The essay type examination seeks to measure

the integrated knowledge of the examinees Essay questions are supply or constructed

response type questions and can be the best way to measure the student’s thinking skills such

applying, organizing, synthesizing, integrating, evaluating, or projecting

Tools and Techniques of Evaluation

It is short and direct questions and the students are expected to answer in a word or phrase or a numerical response to the question.

Types of Short Answer Questions Asking for a definition. Asking to draw a diagram. Asking to complete an incomplete sentence. Asking for a unique answer to a direct

question.

2 ) Short Answer Questions

The objective tests seek to measure more consistently and accurately the knowledge of terms, concepts, vocabulary facts and understanding and measure only what is intended to be measured.

Types of Objective Type Test Item Multiple choice items/select the best answer True or false items matching type items Sentence completion items.

 3 ) Objective Tests

Validation and Banking of MCQs Item analysis is the process of analyzing the

performance of a multiple choice item after it has appeared in a question paper

B) TRUE OR FALSE ITEMS These are question or statements followed

by Yes/No or True/False responses. The student is asked to tick or mark the correct response.

ITEM ANALYSIS

Only a single concept or idea. Write clear and direct statements. Avoid using clues Avoid tricky and catchy items. Have equal number of true and false items. Detectable pattern of answers should be

avoided (T, F, T,F). The statement should not be taken directly

from the text-book. The direction for answering the question

must be clear.

Principles of True or False Items

The matching type items are prepared in two columns- one called as the stimulus column and the other one called as the response column.

Principles for Preparation of Matching Items The statements should belong to the same kind The number of choices should be more than the

required answers. Too many items may be confusing and distracting. The stimuli and response columns should be on the

same page. The terminology in one column should not give

clues to the expected responses in the other column.

Provide clear directions for matching. Arrange responses or both in alphabetical order

Matching Items

Observation can be defined as the direct visualization of performance of a talk or behavior. It involves watching students carry out some activity or listening to pupils speech reading and discussing things

4 ) Observation

Anecdotal records can be defined as a brief description of an observed behavior that appears significant for evaluation purposes.

Characteristics of Anecdotal Records • It is a factual recording only of the actual event, incident

or observation • It is a record of only one incident. • It is a record of an incident which is considered important

and significant in the growth and development of the student.

• It should include: - a description of a particular occasion - a delineation of the

behavior noted, indicating who, what, why, when, where and how

- the evaluator's opinion or estimate of the incident or behavior.

Anecdotal Records

Checklists checklists are lists of items or performance

indicators requiring dichotomous responses such as satisfactory or factory, pass or fail, yes or no, present or absent, etc

Rating Scale A rating scale can be defined as "a

standardized method of recording, interpretation of behavior, which is totally based on observation, strictly in line with the educational objectives".

Structured techniques

Various types of rating scales that are commonly used are:

• Descriptive rating scales • Graphic rating scales • Numerical rating scales • Behaviorally anchored rating scales.

Types of Rating Scales

The practical exams are meant to assess the professional competence gained by the students over a period of time and whether it meets the requirements and expectations specified by the statutory boards.

Practical Examinations

Knowledge is tested in theory examination and skills are evaluated in clinical/practical examination and oral examination is meant to evaluate the following qualities:

Depth of knowledge, Ability to discuss and Defend one's decisions, attitudes, Alertness,Ability to perform under stress Professional competence

Viva Voce/Oral Examination

Objective structured practical examination (OSPE) is a new pattern of practical examination, in which each component of clinical competence is tested component of clinical competence is tested uniformly and objectively for all the students who are taking up a practical examination at a given place.

Objective Structured Practical Examination (OSPE)

Objective structured practical examination (OSPE) is a new pattern of practical examination, in which each component of clinical competence is tested component of clinical competence is tested uniformly and objectively for all the students who are taking up a practical examination at a given place. Objective structured practical examination (OSPE) is a new pattern of practical examination, in which each component of clinical competence is tested component of clinical competence is tested uniformly and objectively for all the students who are taking up a practical examination at a given place.

OSCE includes series of 12 to 20 stations, each testing one or two components of clinical competencies for 3 to 5 minutes. Students are rotated to all stations with pre determined time interval, thus through the series of 12 to 20 stations to accommodate 12 to 20 students, who will be examined simultaneously

Objective Structured Clinical Examination (OSCE)

An attitude scale measures how the participant feels about a subject at the moment when he or she answers the question. Several popular types of attitude scales are used in evaluation of nursing education.

Attitude Scale

Neeraja K P. Textbook Of Communication And Education Technology For Nurses.1ST edition. New Delhi: Jaypee Brothers Medical Publishers (P) Ltd; 2011. PAGE NO: 214-230

Sankaranarayanan B. Learning & Teaching Nursing. Calicut: Brainfill Publications;2003 PAGE NO: 46-51

R.Sudha Nursing education principles and concepts ,jaypee publications 1st edition page no ;332-340

BIBLIOGRAPHY