Characteristics of a Good Evaluation Tool

1.  Objective-basedness:  Evaluation is making judgements about some phenomena or

performance on the basis of some pre-determined objectives.  Therefore a tool meant for
evaluation should measure attainment in terms of criteria determined by instructional
objectives.  This is possible only if the evaluator is definite about the objectives, the
degree of realization of which he is going to evaluate. Therefore each item of the tool
should represent an objective.
2.  Comprehensiveness: A tool should cover all pints expected to be learnt by the
pupils.  It should also cover all the pre-determined objectives.  This is referred to be
comprehensiveness.
3.  Discriminating power: A good evaluation tool should be able to discriminate the
respondents on the basis of the phenomena measured.  Hence while constructing a tool
for evaluation, the discrimination power has to be taken care of. This may be at two
levels- first for the test as a whole and then for each item included.   
4.  Reliability: Reliability of a tool refers to the degree of consistency and accuracy with
which it measures what it is intended to measure.  If the evaluation gives more or less
the same result every time it is used, such evaluation is said to be reliable. Consistency
of a tool can be improved by limiting subjectivity of all kinds.  Making items on the basis
of pre-determined specific objectives, ensuring that the expected answers are definite
and objective, providing clearly spelt-out scheme for scoring and conducting evaluation
under identical and ideal condition will help in enhancing reliability. Test-retest
method, split-half method and equivalent form or parallel form method are the
important methods generally used to determine the reliability of a tool.
5.  Validity: Validity is the most important quality needed for an evaluation tool.  If the
tool is able to measure what it is intended to measure, it can be said that the tool is
valid.  It should fulfill the objectives for which it is developed.  Validity can be defined as
“ the accuracy with which it measures what it is intended to measure or as the degree in
which it approaches infallibility in measuring what it purports to measure Content
validity, predictive validity, construct validity, concurrent validity, congruent validity,
factorial validity, criterion-related validity, etc. are some of the important types of
validity which is needs to fulfill by a tool for evaluation.
6.  Objectivity: A tool is said to be objective if it is free from personal bias of interpreting
its scope as well as in scoring the responses. Objectivity is one of the most primary pre-
requisites required for maintaining all other qualities of a good too.
7.  Practicability: A tool, however, well it satisfies all the above criteria, may be useless
unless it is not practically feasible. For example, suppose, in order to ensure
comprehensiveness, it was felt that thousand items should be given to be answered in
ten hours.  This may yield valid result, but from practical point of view it s quite
impossible.
Process of Control:

Following are the steps involved into the process of control:

1. Establish the Standards:

Within an organization’s overall strategic plan, managers define goals for organizational

departments in specific, precise, operational terms that include standards of

performance to compare with organizational activities. However, for some of the

activities the standards cannot be specific and precise.

Standards, against which actual performance will be compared, may be derived from

past experience, statistical methods and benchmarking (based upon best industry

practices). As far as possible, the standards are developed bilaterally rather than top

management deciding unilaterally, keeping in view the organization’s goals.

Standards may be tangible (clear, concrete, specific, and generally measurable) –

numerical standards, monetary, physical, and time standards; and intangible (relating

to human characteristics) – desirable attitudes, high morale, ethics, and cooperation.

2. Measure Actual Performance:

Most organizations prepare formal reports of performance measurements both

quantitative and qualitative (where quantification is not possible) that the managers

review regularly. These measurements should be related to the standards set in the first

step of the control process.

For example, if sales growth is a target, the organization should have a means of

gathering and reporting sales data. Data can be collected through personal observation

(through management by walking around the place where things are happening),
statistical reports (made possible by computers), oral reporting (through conferencing,

one-to-one meeting, or telephone calls), written reporting (comprehensive and concise,

accounting information – normally a combination of all. To be of use, the information

flow should be regular and timely.

3. Compare Performance with the Standards:

This step compares actual activities to performance standards. When managers read

computer reports or walk through their plants, they identify whether actual

performance meets, exceeds, or falls short of standards.

Typically, performance reports simplify such comparison by placing the performance

standards for the reporting period alongside the actual performance for the same period

and by computing the variance—that is, the difference between each actual amount and

the associated standard.

The manager must know of the standard permitted variation (both positive and

negative). Management by exception is most appropriate and practical to keep

insignificant deviations away. Timetable for the comparison depends upon many factors

including importance and complexity attached with importance and complexity.

4. Take Corrective Action and Reinforcement of Successes:

When performance deviates from standards, managers must determine what changes, if

any, are necessary and how to apply them. In the productivity and quality-centered

environment, workers and managers are often empowered to evaluate their own work.

After the evaluator determines the cause or causes of deviation, he or she can take the

fourth step— corrective action.

The corrective action may be to maintain status quo (reinforcing successes), correcting

the deviation, or changing standards. The most effective course may be prescribed by
policies or may be best left up to employees’ judgment and initiative. The corrective

action may be immediate or basic (modifying the standards themselves).

Responsibilities of a Head Nurse

Head nurses can work in any variety of medical facilities such as hospitals, treatment
centers or nursing homes. In general, they work in larger facilities where coordination
of nursing teams is needed. Head nurses carry out the same functions as any other
nurse, but they are in a managerial position and often are responsible for whole
sections of facilities as well as communication with upper management and doctors.
Nurse Management

Head nurses are in charge of teams of nurses or divisions of health care facilities. For
example, a head nurse might be in charge of all nursing in the emergency room. The
job description of a head nurse includes being responsible for the performance of their
teams, meaning they have to monitor the nurses who work under them and ensure
they are fulfilling all their job requirements.

The head nurse must coordinate nursing type care by allocating resources where they
are needed, whether in the form of nurses, medication, doctors or equipment. It is also
the responsibility of head nurse to make sure all the patients for whom they are
responsible have needs met and receive appropriate attention.

Administrative Responsibilities

Head nurses are in charge of organizing and carrying out a variety of administrative
work, according to Indeed. They have to organize, compile and store all the notes on
patients taken by their nursing team. Often, they need to provide doctors with the
relevant paperwork and information on the patients they are treating. Head nurses can
also help refer patients’ files to billing and payment departments, or process payment
information on their own.

Computer proficiency is often needed, along with a vast understanding of medical

terminology to apply proper shorthand or file papers correctly. Administrative work
also includes keeping records on facility resources.

Effective Communication

Head nurses need to keep in touch and relay information to a variety of parties. First,
they issue reports to upper management of the facility. They also need to communicate
and give specific instructions to specialty doctors when they are needed. Head nurses
typically have a good deal of contact with outside parties.
For example, they might need to make contact with other facilities if they don't have
enough room for new admissions, or if patients need specialized care. They are often
in charge of ordering products from suppliers. Head nurses also spend time
communicating with patients and their families about treatment options.

Hiring and Training

Head nurses are usually also in charge of hiring, screening potential employees,
looking over resumes, conducting interviews and making hiring decisions, according
to Nurse Theory. After this, they are in charge of training the new hires. Head nurses
can order or suggest continuing education or remedial training and classes for their
staff when needed. Sometimes they give talks and teach classes within the facility or
elsewhere. Head nurses are in charge of maintaining working relationships with their
staffs, which includes scheduling, pay and conflict resolution where necessary.