EVALUATING THE TEACHING PROGRAM

PRESENTED BY:
LIMOTAO, CHRISTY LOU
LONGANILLA, MERRY CRISH

LEARNING OUTCOMES:

At the end of this chapter, the student will be able to:

Define evaluation
1.
Discuss the purpose of evaluation to patient teaching and student learning.
2.
Explain the different criteria for the selection of evaluation tools;
3.
Describe the process of evaluation; and
4.
Differentiate among the types of evaluation.
5.
INTRODUCTION

The heart and soul of nursing education is the clinical program where nursing knowledge is shaped into professional practice. Integrating previous experience into the
teaching role can be very beneficial to a nurse educator.

Examining teaching through the lens of student perspectives enables the teacher to tap how students experience the teaching-learning process. The growth of teachers
depends on the extent of their responsiveness to change that lies ahead. The expression of students perspectives can be an outcome of the teaching program.

WHAT IS EVALUATION?
 EVALUATION is the process of ascertaining or judging the value of something through careful appraisal. It is a means of helping an individual or group
of individuals to be self-directing. It assists in the establishment of specific goals and objectives, which in turn serve as criteria for judging desirable
changes(Gregorio: 1971).
Evaluation is done everyday. It is the way through which an individual expresses her likes and dislikes and by it, she determine what is value and what is

not.
Evaluation involves measurement or appraisal of an activity in terms of a particular standard. Evaluation involves a continuous process of gathering and

recording, assembling and interpreting information for purposes of creating change that will promote better performance or accomplish desired
objectives(Levine and Fedman: 2006)
Evaluation in nursing requires assessment of the cognitive outcomes of knowledge and understanding a delineation of what is and what shall be. It requires

evaluation of student’s personal traits, since nursing is a personal service, one in which interpersonal relationship are important and personality plays a
vital role ij establishing effective relationships with patients(O’connor: 2006).
Evaluation uses skills for appraisal purposes to determine one’s strengths and weaknesses and how far a nurse performs efficiently and effectively to meet

desired goals and objectives of care.
Evaluation is based on principle:

Anything that exists at all exists in some amount and therefore can be measured.
1.
The worth or value of a teaching method, a learning method and materials of instruction is not known until their effect is measured (De
2.
Young: 2004)

FUNCTIONS OF EDUCATIONAL EVALUATION

Assessing learning is a formative feedback that is done to find out what and how well patients are learning, what a nurse is teaching without giving a grade. While
evaluating is a process of measuring the extent of learning and assigning a grade. Evaluation may include formative an summative feedback(Bradshaw and Lowenstein:
2007).

Evaluation further aims to:

Achieve educational goals

1.
Motivate and guide the learning activities of the individual learners
2.
Motivate the teacher to evaluate critically her teaching personal practices, the student’s learning effectiveness and her own personal goals; and
3.
Motivate the teacher to work together for the improvement of the curriculum and the educational program.
4.
PURPOSE OF EVALUATION

Specifically, evaluation is an integral tool in nursing education to guide its progress (Clark: 2008). This will help determine the following:

The level of knowledge and understanding of the student in her classes at various times during the semester,
1.
The level of the student’s clinical performance at various stages,
2.
Awareness of the specific difficulties of individual students, or of an entire class, a basis for further teaching,
3.
Diagnose each student’s strengths and weaknesses and to suggest remedial measures which may be needed,
4.
Encourage student’s learning by measuring their achievement and informing them of their success.
5.
Help students acquire attitude, and skills in self-evaluation,
6.
Help students become increasingly self-directing in their study,
7.
Provide the additional motivation for examinations that offer opportunity to practice critical thinking, the application of principles, the making of
8.
judgements among others; estimate the effectiveness of teaching and learning techniques of subject matter and of instructional media in reaching goals and
objectives of the course; and
 Gather information needed for honors, courses, placement of students for advanced standing, writing recommendations, meeting graduation requirements,
9.
among others.

EVALUATION PROGRAM FOR TEACHERS OF NURSING PROCESS

The evaluation program should reflect the following:

The educational objectives

1.
Teaching and learning procedures
2.
Student progress
3.
Learning outcomes
4.
CRITERIA FOR SELECTION OF EVALUATIVE DEVICES
1. SAMPLING OF THE OBJECTIVES-all the objectives in each course should be tested. The teacher who has defined carefully and clearly the behaviors implicit in
the educational objectives will be aware of all the objectives as basis for developing good tests.

2. SAMPLING OF THE CONTENT-since it is not possible for the teacher to test the extent of student knowledge on all of the course content, the teacher must resort
to sampling of the content. The teacher must make certain that there are enough items representative of the range of the course content taught emphasizing what
students “must know” rather than “nice to know” component of the course.

3. VALIDITY- The validity of the test is the degree or extent to which it measures what it intends to measure. The degree to which a test measures anything and
measure it accurately, is the reliability of the test. ‘what is intend to measure’ is the criterion for the relevance of the test.

4. RELIABILITY -the reliability of a test cannot be determined by examining the test. It must be determined through application and statistical computation.

5. PRACTICALLY-it refers to the development of evaluation devices capable of being administered and scored with reasonable ease and within the limits of time and
of the resources imposed by circumstances.

6. USEFULNESS -tests are used for various purposes, besides providing basis for students’ grades and diagnosing of students’ abilities in measuring speed, power,
and comprehensiveness, and for many other purposes.

STEPS IN EVALUATION

State the objectives. Progress can be measured if direction is clear.

1.
Define changes in behavior as expected of the educational outcomes.
2.
List and briefly describe situations that give opportunity for the expression of desired behavior of the learner.
3.
Develop appropriate and systematic means of eliciting kinds of behavior implied in objectives to be evaluated.
4.
Decide on ways of recording and summarizing behavior such as scoring, rating or describing behavior and the basis for evidence collected.
5.
Check validity, reliability, and difficulty of the measures used.
6.
Establish conditions that permit the student to give her best performance.
7.
Assign score on the basis of the foregoing steps.
8.
Develop methods of interpretation.
9.
EVALUATIVE DEVICES
ESSAY EXAMINATIONS-refer to the subjective type of evaluation in which students are given questions requiring critical analysis of situations based
1.
on concepts or principles learned. Although time consuming to score, essay type of questions lend the learners to testing the highest level of thinking,
particularly analysis, synthesis, and evaluation of given situation (Emerson: 2007)
OBJECTIVE EXAMINATIONS- consist of a large number of questions and statements. Students’ answers are indicated by marking the correct
2.
response to a particular question in a prescribed manner. The questions are in objective form, and the examinations are usually printed, photocopied or
mimeographed and a copy is given to each student (De Young: 2003)

Objective tests are more reliable than the essay or other types because they are free from personal opinion in scoring.

OBJECTIVE TESTS

Multiple choice questions. These are challenging to create but are easy to score. Literature examinations are made of multiple choice items. These could
a.
help students get familiar with the type of test and determine the level of knowing, recall, and beyond recall.
True or false. This is designed to test the learners’ ability to identify the corrections of the statement of facts or principles but limited to test the lowest
b.
level of knowing knowledge and comprehension.
Matching questions. This is used to test the lowest level of knowing which is useful in determining the learner recall of the memorized relationship
c.
between two things such as terms and definitions, dates or events.

OBJECTIVE PROBLEM-SITUATION TEST-describes a situation, not previously presented to the student with sufficient detail to point out the
3.
problem involved.

Advantages:

 Used to represent 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 and

 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; and

  Requires considerably more space than objective tests.

STANDARDIZED TESTS -these are tests and scales that have met the criteria of testing. There are 3 types of standardized tests: intelligence tests,
4.
prognostic tests, achievement tests.

STANDARDIZED TESTS

Intelligence test. This type of tests attempts to indicate the capacity, brightness or native intelligence of students as compared to the norm of her age.
1.
Prognostic test. These are tests intended to discover the possibilities of a students’ success in a particular area.
2.
Achievement test. These are tests designed to indicate the accomplishment of the student in the particular subject areas of the curriculum.
3.
5.RATING SCALES -a rating scale is a standardized method of recording interpretation of behavior. Students are rated on a scale from low to high with respect to a
particular or specific unit.

EVALUATING PATIENT LEARNING

Assessing and evaluating patients’ learning is a crucial point in teaching. Knowing the extent of what people learn will make all efforts of teaching meaningful and
worthwhile. Following are few techniques for feedback on patients’ learning (De Young: 2003).

Ask the patient to read pamphlets or brochures and fact sheet summarizing what the nurse have taught. Repeat important information.
1.
Interview patients with thorough observation, discussion and gesturing can elicit adequate response and understanding of the information taught.
2.
Determine change of patient behavior related to health care practices.
3.
Example: Teach mother how to bathe a newborn. She may be able to repeat what was taught about bathing and can answer the question asked by the
nurse

Do a return demonstration to determine skills learned and collect evidence of teaching effectiveness.
4.
Document the teaching information and evidences of what the patient has learned. This is done for legal and accreditation or audit purposes.
5.
To determine what clients have learned is a gauge of teaching effectiveness of the nurse which requires expertise in terms of knowledge, skills and
professional attitude.

EVALUATING STUDENT LEARNING

Teachers are required to evaluate students’ work as well as performance in tests. Judgements and ratings must consist of oral reports, term papers, and book reports,
among others. The following are criteria to determine effectiveness of student learning (Clark: 2008)

Major elements and sub-elements concerning the rating.

1.
The relative importance of each element.
2.
The range of scale used.
3.
Test blueprint. A chart that spells all the contexts about the level of knowledge to be tested.
4.
Table 7. Test Blueprint for the concept of Oxygenation:

Content Level of knowing

Comprehension Application Analysis/synthes Total

is
Principles 2 2 2 6

Factors affecting 3 3 4 10

Pathophysiology 3 3 4 10

Assessment 1 4 5 10

Nursing 5 5 10
measures

Evaluation of 2 2 10
care
 Total 9 19 22 52

TYPE OF STUDENT EVALUATION

Formative process evaluation.
1.
Formative evaluation measures or evaluates the processes and progress, along with the goal and objective, the level of students’ learning
and progress of the educational program. It is the on-going feedback given to the learners throughout the learning process (De Young: 2003). This will help the learners
identify the strengths and weaknesses in order to find solutions for improvement. This may be graded or non-graded. A written formative evaluation rate is also called
as anecdotal records or clinical progress notes.

Example: Course evaluation, student achievement, satisfaction index

2. Summative or outcome or end-point evaluation.

Summative evaluation is given at the end of learning experience in order to assess whether the learner has achieved the objectives and is
ready to move on to the next experience. Clinical or related learning experience (RLE) evaluation in nursing always involves summative evaluation.

This is similar to goal-based evaluation which compares the results of the student performance to the overall goals of the program. This
will determine the students’ level of achievement and extent to which learning outcome has been met (Gaberson and Oerman: 2007). Learners are informed of the
behavior expected of them to achieve a certain grade. Grading is less subjective when criteria are spelled out and each learner is held to that standard.

Example: To prepare caring and competent professional nurses to meet the health care needs of the population.

FRAMEWORK FOR EVALUATIVE MEASUREMENT

Student performance is reviewed and evaluated using instruments as basis for measurement. It is a referencing measurement (Burns and
Grow: 2005).

Norm-referenced measurement
1.
Norm-referenced measurement is applied to clinical evaluation, where each students’ performance is measured against that of the other
students in the clinical group. It is a norm or a standard measure for all the students in the clinical course or a program.

Criteria-referenced measurement
2.
In criterion-referenced measurement, the learner is compared to a well-defined or predetermined criteria of performance standard that has
been delineated in terms of goal behaviors. It measures the cognitive, psychomotor, and affective attributes that are required for nursing students in the clinical practice.
Emphasis od evaluation is placed on the application of knowledge and skills in nursing practice.

Evaluative Data Sources

The teacher may obtain data from different sources for use in formal evaluation. Meaningful input from different sources as possible not
only enhances the credibility of the evaluator but it provides better description of students’ entire learning experiences (Emerson: 2007).

Evaluative Data Sources

The following are sources of evaluation of student performance:

Faculty observation
1.
Written assignments of students
2.
Students clinical records
3.
Oral communication with
4.
peers

patients

clinical instructors

other members of the health team

Self-evaluation
5.
Agency personnel
6.
Other members of the health care team
7.

EVALUATING THE TEACHER

Teachers need feedback from their learners in order to determine their own strengths and weaknesses. An appraisal of their teaching
performance through varied means will ensure efficient and effective teaching performance (Clark: 2008). The following are ways to measure teaching performance:

Tape and video recording

1.
Tape or video recording may be done during one or two class sessions and used as the means for evaluating the behavior of both teacher
and students.

2. Peer Evaluation
 Peer evaluation is done by having a colleague sit in several classes of a teacher or any colleague being evaluated. She later gives an
objective appraisal of strength and weaknesses observed on her colleague. Specific criteria based on the role and functions of the teacher are made as basis for peer
evaluation.

3. Student evaluation of teaching effectiveness

Students are the recipient or end-users of teaching. They are the clients through which teachers are made. Hence, student surveys are
considered as the primary sources for teachers to improve or enhance teaching effectiveness. Opinions may vary depending on students experience and capability.

4. Teacher self-evaluation

This is the teacher’s introspective analysis of her own teaching effectiveness. Her personal knowledge, capabilities and limitations to teach
would somehow lead to reflect on her chances for change and improvement.

CRITERIA FOR SELF-EVALUATION OF TEACHING WITH SPECIAL REFERENCE TO CHOICE OF LEARNING EXPERIENCES

Related learning experiences (RLE) are vital to students’ development of professional attitudes. The acquisition of knowledge, skills and
values is derived from varied sources. However, it should focus on educational philosophy and course objectives (Gaberson and Oerman: 2007)

The criteria for evaluating the learning experience include the following, such that learning experiences should be:

Consistent with the philosophy of the educational institution and lead to the attainment of the proximate aims of the curriculum.
1.
Consistent with the aims of democratic society.
2.
Course objectives and the goals of the curriculum will be attained.
3.
Motivate students at the appropriate times in a manner that will stimulate curiosity and challenge them to continue efforts for improvement.
4.
Varied and flexible enough to adapt to individual students’ ability and educational background.
5.
Lead to the development of independent thinking, good judgement. Intellectual resourcefulness, self-discipline, and integrity of purpose and mastery of
6.
various areas of knowledge and skills.

7. Well-arranged for purposes of correlation, continuity, and integration of theory and practice.
8. Offer the students enough opportunities for self-activity so that knowledge is attained, skills are acquired, and desirable attitudes become habitual.
9. Emphasize on the relative importance of the various learning experiences.
10. Cooperatively planned activities and evaluated by the teacher and students throughout the course.
TEACHING AND ASSESSING SKILLS LEARNED

The teacher assesses the students’ ability to perform skills adequately and describe how they can be refined following these stages
(Keating: 2006):

Demonstration. The teacher demonstrates skills at normal speed without making comments regarding performances.
1.
Deconstruction. The teacher demonstrates with an accompanying comments or suggestions for improvement.
2.
Comprehension. The teacher demonstrates with an accompanying comments and suggestions for the learners.
3.
Performance. The learner demonstrates the skill with accompanying comments or clarifications for improvements (Peyton: 1998).
4.
Practice is the most effective way to move from consciously incompetent to consciously competent (Levine and Feldman: 2006).
5.
REMEMBER!

“WHATEVER YOU DO – WHETHER IT’S WEEDIN’ THE SWEETEST POTATOES OR PICKIN’ THE BLACK EYED PEAS – ALWAYS REMEMBER
TO DO THE BEST JOB YOU CAN. GET ALL THE EDUCATION YOU CAN – YOU’LL HAVE TO WORK HARD FOR IT, MAYBE FIGHT FOR IT –
BUT AN EDUCATION IS WORTH WORKIN’ AND FIGHTIN’ FOR”

-FRANCES REED ELLIOT DAVIS