ASSESSMENT OF

KNOWLEDGE, ATTITUDE
AND SKILLS
Evaluation tools

-Evaluating the student is a

continuous ongoing process.
-Different ways, which have
devised for measuring the
students.
METHODS OF EVALUATION

-Related to assessment of
knowledge, attitude & Skills.
-EDUCATIONAL
/ACHEIVEMENT TESTS /
CLASS ROOM TESTS
ACHEVEMENT TESTS

Ground Lund defines an

achievement test as a systematic
procedure for determining the
amount a student has learned through
instruction.
CHARACTERISTICS OF A GOOD
ACHEIVEMENT TEST
-Selected on basis of its difficulty level &
discriminating power.
-Have a description of measured behavior.
-Sufficient number of test items for each measured
behavior.
-Divided into different knowledge & skills
according to behaviors be measured.
-Instructions regarding administering &
scoring so clear.
-Developed at various levels & on various
age groups.
-Equivalent & comparable forms of test
-Carries a test manual for administering &
scoring.
PRACTICAL USES OF
ACHIEVEMENT TESTS
1.ADMINISTRATORS USE
-Objectives of education being achieved.
-Classify school objectives
-Evaluate, revise & improve the
curriculum.
-Select talented pupils for special classes
-Decide proper classification of students.
-Better understanding of needs &
abilities of pupils.
-Help parents in recognizing strengths &
weaknesses of their children.
2.TEACHERS USE
-Come to know general range of abilities
of students.
-Determine & diagnose weakness of
students in various subjects.
-Determine progress of group in a
particular subject over a period of time.
PLANNING AN ACHIEVEMENT
TEST
Shipman

Suggests
1.Stating the objectives
2.Spelling out the actions
3.Spelling out the criteria
4.Spelling out personnel whose judgments are
involved.
5.Stating arrangements for standardization
procedure.
-Maximum time
-Marks
-Nature of the test
-Nature & scope of units involved.
SL UNIT TIME MAX.MARKS
NO.
1. Single unit 40-45mts 20-25

2. At the end of a term 2-3 hours 50,75,100

STEPS IN TEST CONSTRUCTION/
ACHEIVEMENT TEST /CLASSROOM
TESTING
1.DETERMINING THE
PURPOSES OF TESTING
-Test
Test

BEFORE INSTRUCTION
-To determine readiness
-To place candidate /categorize
-To assess existing knowledge
DURING INSTRUCTION
-To assess learning
-To use as diagnostic tool
AFTER INSTRUCTION
-To assess the learning outcome
-To assess the level of mastery
-To grade
GENERAL PURPOSE
-To direct, stimulate, motivate
-To assess teaching effectiveness
Types of tests

CRITERION REFERENCED TESTS

Constructed & interpreted according
to specific set of learning outcomes.
Useful to measure mastery of subject
matter.
NORM REFERENCED TESTS
Constructed & interpreted to provide
relative ranking of students.
Useful for measuring differential
performance among students.
2. DEVELOPING TEST
SPECIFICATIONS
Specifications includes Weightage to
different areas is concerned.
1.Weightage to instructional objectives
2.Weightage to content areas
3.Weightage to form of questions
4.Weightage to difficulty level
5.Scheme of options
6.Scheme of sections
1.WEIGHTAGE TO
INSTRUCTIONAL OBJECTIVES
SL.NO: SUB UNITS MARKS PERCENTAGE

1. 1 15 30

2. 2 10 20

3. 3 10 20

4. 4 5 10

5. 5 10 20

Marks- 50 100
2.WEIGHTAGE TO CONTENT
AREAS
CONTENT KNOWLEDGE COMPREHENSI APPLICATION ANALYSIS TOTAL
ON

Topic -1 7 5 4 4 20

Topic-2 6 6 4 4 20

Topic-3 6 6 3 3 18

Topic-4 2 5 5 2 14

Topic-5 4 5 5 2 16

Topic-6 5 6 1 0 12

Total 30 33 22 15 100
3.WEIGHTAGE TO FORM OF
QUESTIONS
SL NO. FORM OF QUESTION NUMBER OF MARKS PERCENTAGE
QUESTION

1. Objective type questions 25 25 50

2. Short answer type questions 5 15 30

3. Long essay 1 10 20

31 50 100
4.WEIGHTAGE TO DIFFICULTY
LEVEL
SL NO: LEVEL OF DIFFICULTY MARKS PERCENTAGE

1. Easy 10 20

2. Average 30 60

3. Difficult 10 20

50 100
5.SCHEME OF OPTIONS
No options for any type of
questions.
6.SCHEME OF SECTIONS
Sect A- Objective type
Sect B-Short answer and essay type
3.SELECTING APPROPRIATE
TYPES OF QUESTIONS
Balanced selection of essay type,
short answer type & objective
type questions.
4. PREPARING RELEVANT TEST
ITEMS
-Matching test items with learning outcome.
-Selecting most representative items
-Preparing test items are of proper difficulty
level.
-Avoiding all barriers in test items which
prevent examinees from responding.
Avoiding clues to answers may help
-

examinees to answer correctly.

5.ASSEMBLING THE TEST
-Writing each item on separate card
-Reviewing items by test constructor & by
other teacher.
-Arranging items according to well defined
criteria.
-Providing proper instructions to examinees.
6.ADMINISTERING THE TEST
-Long announcements before / during
test should not be made.
-Instructions given in writing
[uniformity is maintained]
-Test administrators should not respond
to individual problems.
Test should be administered in
-

appropriate physical & psychological

environment.
7.SCORING THE TEST
Scoring may be done mechanically /
manually depending upon the situation.
8.APPRAISING THE TEST / ITEM
ANALYSIS
After scoring the test should be
appraised for each item.
9.USING THE TEST RESULTS
-For making decisions about
promotion of students to next higher
grade.
-For bringing about improvement in
teaching methods & techniques.
CLASSIFICATION
Classification-1

Standardized and Non-

standardized tests[ teacher made
tests]
Standardized tests

-Test that is administered & scored in a

consistent manner, questions & conditions
under the test is administered remain constant
or consistent for all students.
-Scoring of the questions follows a
predetermined standardized procedure.
Non-standardized tests

Different questions for the students & the test

items are not standardized. Don’t permit
comparison of the performance of the students.
Only provide information of individual students
performance.
Interviews, Group discussion, Exhibition,
Oral test/viva voce.
Classification -2

Oral test
Written test
Performance test[Practical exam]
Written test

Essay type test

Objective type test
ASSESSMENT OF
KNOWLEDGE
With the use of essay type, short answer,
MCQ & many different methods
1.ESSAY TYPE QUESTIONS
An essay test presents one or more
questions or other tasks that require
extended written responses from the
persons being tested.
Robert LE & David AF
It requires the student to structure a long
written response up to several
paragraphs.
William W & Stephen
FEATURES

-The examinee is permitted freedom of

response.
-The answers vary in their degree of
quality or corrections.
-No single answer can be considered
through out and correct
TYPES

Based on the amount of freedom given to a

student to organize his ideas & write his
answer. The essay questions are divided into
1.Extended response
2.Restricted response
Extended response/Traditional

-No restriction on the student as points he will

discuss.
-Most relevant material what ever he wishes can be
used.
-Permits to demonstrate his ability to
-recall & evaluate factual knowledge.
-organize his ideas in a logical, coherent
fashion
Restricted response/Structured

Less scope, limited nature in the

form, specifically the context in
which his answer is to be made.
Principles

-Do not give too many lengthy questions

-Avoid phrases (Discuss, briefly)
-Do not allow too many choices
-Up to level of student difficulty &
complexity items has to be selected.
Suggestions for construction

-Should be clearly defined in simple words.

-If a learning objective can be evaluated by
any other type, essay type should be avoided
-Specify the approximate time & word limit
-Avoid complex & ambiguous words
Suggestions for scoring essay
questions
1.Prepare an outline of the
expected answer in
advance(major points)
2.Use the scoring method that is
most appropriate.
Analytical & Holistic (global-quality) method

Analytical Scoring:
-Requires the instructor develop an ideal response
and create a scoring key or guide.
-The scoring key provides an absolute standard for
determining the total points awarded for a response.
-Student responses are compared to the scoring
standard and not to the responses of their classmates.
Holistic Scoring:
-The reader forms an impression of the overall
quality of a response and then transforms that
impression into a score or grade.
- The score represents the quality of a response
in relation to a relative standard such as other
students in the class.
3.Decide how handle factors that are
irrelevant to the learning outcomes being
measured.
4.Evaluate all answers to one question
before going to the next one.
5. Evaluate the answers with out looking at
the student name.
6. If especially important decisions are to be
based on the results obtain 2 or more
independent ratings.
7.BLUFFING - Special scoring problem
-It is possible for students to obtain higher
scores in essay questions than they deserve
by the mean of clever bluffing.
-Usually a combination of writing skill,
general knowledge and use of common tricks
like;
-Respond to every question.
-Stressing importance of topic.
-Agreeing with teachers opinion.
-Name dropping.
-Write on a related topic and “make it fit”.
-Writing in general terms that fit many
situation.
POOR -Discuss infective endocarditis. 8 marks
BETTER- Define infective endocarditis. List its signs &
symptoms & explain medical management of a patient
with inf. (1+3+4=8)
BEST-Mr. X ,45 years old male, is a soft ware engineer
having personal history of chronic smoking was admitted
in casualty with the complaint of chest pain, nausea,
dyspnea and diaphoresis. On assessment his heart rate was
112/min, blood pressure 100/60mm Hg & Trop test was
positive.(15marks)
A. What is the diagnosis of Mr.X
B. List risk factors for that particular
diagnosis
 Advantages

1.It is relatively easier to prepare and administer a

six-question extended- response essay test than
to prepare and administer a comparable 60-item
multiple-choice test items.
2.It is the only means that can assess an examinee’s
ability to organize and present his ideas in a
logical and coherent fashion.
3. Successfully employed practically for
all the school subjects.
4. Some of the objectives such as ability
to organize idea effectively, justify a
statement, ability to interpret, etc, can
be best measured by this type of test.
5. Logical thinking and critical reasoning,
systematic presentation, etc. can be best
developed by this type of test.
6. Induce good study habits such as making
outlines and summaries, organizing the
arguments for and against, etc.
7. Responses of the students need not be
completely right or wrong. All degrees of
comprehensiveness and accuracy are
possible.
8. Largely eliminates guessing.
9.Valuable in testing the functional
knowledge and power of expression of the
pupil.
 Limitations

-Such tests encourage selective reading

and emphasize cramming.
-Moreover, scoring may be affected by
spelling, good handwriting, colored ink,
neatness, grammar, length of the
answer, etc.
-Assessed only by a teacher or competent
professionals.
-Improper and ambiguous wording handicaps both the
students and evaluators.
-Mood of the examiner affects the scoring of answer
scripts.
-Halo effect-biased judgment by previous impressions.
2. SHORT ANSWER TYPE QUESTIONS
-Type of open-ended question
require responses in either one word
or a few sentences.
-No choices or alternatives to answer
questions.
PURPOSE

-To assess recall ability of students .

-Assess students in class room while a lecture
is in progress.
-Useful in formative assessment.
 TYPES

1.Fill-in-the-blank type
2.Statement completion
3.Short answer in 5-10 words
4.Labeling a diagram
-Miss Florence Nightingale was born
in the year---
-List 3 ECG changes in myocardial
infarction.
PRINCIPLES
1.Do not take statements directly from text
books.
2.Direct question is more desirable than
incomplete statement.
3. Key words are omitted & blank come at
end of sentence.
4.Arrange spaces for recording answers on right
margin of question paper.
5.Give guide lines for answering each test items
very clearly.
6.Weightage for each question be written with
question.
3.OBJECTIVE TYPE QUESTIONS
Refers to any written test that
requires the examinee to select the
correct answer from among one or
more of several alternatives or
supply a word or two & that
demands on objective judgment
when it is needed.
Merits

-Easy for scoring

-Will not vary from time to time or from
examiner to examiner.
-Eliminates extraneous factors, eg: speed of
writing, neatness, literacy etc.
A. Multiple choice items
B. True/ False items
C. Matching type items
D. Sentence completion items.
A. MULTIPLE CHOICE QUESTIONS
-Most flexible & having high reliability &
validity.
-2 parts: The stem presents the problem,
presented in the form of an incomplete
statement or a question.
-Options / responses- list of possible /
correct answers.
DIRECTIONS FOR PREPARATION

-Stem consists of incomplete statement,

a picture/graph followed by 4-5
alternatives / choices.
-Wrong answers /alternatives termed as
distracters & the correct answers known
as key.
TYPES

1.SINGLE BEST RESPONSE TYPE

Choose single best response from
the given 4-5 choices. Extreme care
taken to use none of above, both A & B
& all of the above choices in test items.
2.RELATIONSHIP ANALYSIS TYPE
Used to test higher levels of cognition as
candidate to decide whether each statement is
correct & determine cause -effect relation ship.
-Cows milk is preferable to breast milk for
infant feeding. Because Cow’s milk
Has a higher content of calcium.
1.Both statements are true & causally
related.
2.First statement is false & second is
true.
3.Both statements are false.
3.ANALOGY TYPE

Eg: Lack of iodine content

a. Cretinism b. Myxedema c.
Goitre
4.MATCHING TYPE

There are 2 groups of statements.

Students are asked to match a
particular statement of Group A to
appropriate statement of Group B.
5.RESERVE TYPE/NEGATIVE VARIETY

Student is asked to select

incorrect response. It is not
recommended, unless it is a
must.
B.TRUE/FALSE ITEMS
-Questions /statements followed by
Yes/No or True /False responses.
-Student is asked to tick / mark
correct response.
-Students are expected to accept /
reject statements by selecting
responses.
-Easy to prepare comparatively
less time than other items.
C.MATCHING TYPE
-Student go through stimulus column
& match with correct response from
other side.
-These items are much easier to
construct & evaluate.
Suggestion for Constructing Multiple Choice Items

Stem of the item should be meaningful by itself

-

and should present a definite problem.

-It should include as much of the item as possible
and should be free of irrelevant material.
-Use a negatively stated stem only when
significant learning outcomes require it.
All the alternatives should be grammatically
-

consistent with the stem of the item.

-An item should contain only one correct or
clearly best answer.
-Items used to measure understanding should
contain some novelty, but beware of too much.
-Alldistracters should be plausible.
-Purpose is to distract the uninformed from the
correct answer.
-Verbal associations between the stem and the
correct answer should be avoided.
-Relative length of the alternative should not
provide a clue to the answer.
-The correct answer should appear in each of
the alternative positions an approximately
equal number of times but in random order.
-Use sparingly “none of the above” or “all of
the above.” Do not use multiple-choice items
when other items are more appropriate.
ASSESSMENT OF SKILLS
 A.OBSERVATION CHECK
LISTS
 Recording whether a
characteristic is present or
absent / an action had taken /
not .Thus it provides simple
yes/no judgment.
 SUGGESTIONS

-Relate to learning objectives

-Specify traits / characteristics to be
observed.
-Separate checklist for each candidate.
-Observer must be trained how to
observe, what to observe & how to
record behavior.
-Multiple observations provide
accurate assessment of performance
than a single observation.
-Evaluated in the natural setting.
B.ORAL EXAMINATION
-Consisting of a dialogue where
examiner asks questions & candidate
will reply.
-Short open answers based on
educational objectives.
-Scarcity of examiners really capable of
making best use of it in practice.
ADVANTAGES

-Direct contact with candidates.

-Flexibility in moving from strong
points to weak points
-Opportunity for simultaneous
assessment by 2 or more examiners.
DISADVANTAGES

-Favoritism & possible abuse of

personal contact.
-Shortage of trained examiners to
administer examination
C. PRACTICAL
EXAMINATION
-Appropriate professional skills over a period
of time with consistent practice.
Physical Arrangements
-Permission to conduct examination in
hospital
-Centers should be selected in advance.
-Place for examiners & other factors
PROCEDURE

-Prior to examination, area selected & proper

discussions with clinical staff.
-Prepare a written plan of assignments
-Plan for examining & grading students
-Systematized care based on nursing process.
-Examine 10-15 students per day.
-Evaluate performance of student in a
practical examination
-Allot case, allot clients by lottery method.
-30-45 minutes given for each students.
-Apply principles of nursing process
-Total care for evaluation
D. CLINICAL EVALUATION
Caldwell
Students skills are judged as they
relate to implementation of an
established standard of patient care.
PURPOSES

-Competency, speed & accuracy.

-Objectives of clinical posting
PROCESS OF CLINICAL EVALUATION
a. Identifying the goals of evaluation
Subjective & objective
judgments
Timely feed back
b. Clarify standards of evaluation

Professional
- judgement about
student performance.
-Standards geared to progressive
development of skillful performance
appropriate to students level.
Levels

-Independent
-Supervised
-Assisted
-Provisional
-Dependent
c. Select & apply evaluation
methods

*OBSERVATIONS
1. Anecdotal Records

-Observational method used frequently

in classroom or learning settings in
which the observer summarizes a single
developmental incident after the event
has occurred.
-Objective recordings of the student's actions and
behaviors.
-Written in a nonjudgmental manner.
-With a collection of anecdotal records about a
student, the child's developmental progress can
be documented and teaching can be tailored to
meet the student's individual needs.
 ANECDOTAL RECORD FORM

-Name of the student:

-Date & time:
-Class: setting:
-Incident:
-Interpretation:
2.Incident Reports

Accumulation of incidents
with out improvement by the
student that supports a decision to
fail a student or remove him/her
from the clinical area.
3. Rating scales
-Device which facilitates appraisal of
number of traits/ characteristics in reference
to a common qualitative scale of values.
-Provides scope of quantification of
judgment in relation to an observed
behavior of the student.
Rating scale may be 5-7 points
Superior- 5
Above average-4
Average-3
Poor-2
Very poor-1
TYPES
1.Descriptive Rating Scale

Provides for each trait a list of

descriptive phrases from which
the rater selects one most
applicable to the student &
records his /her selection, usually
by means of a tick mark.
Sample

-Student name-
-Clinical Area-
-Date-
RATING ITEM 3- 2-INDEPENDENT 1-PARTLY
DEPENDENT DEPENDEN
T

Behavior

Problem solving
skill

Physical
Examination

History taking
Key

-Independent- Student is able to handle it on his/

her own
-Partly dependent-Student is able to solve simple
problem.
-Dependent- Needs help in solving complex
problem. With draws from it & needs counselling
& guidance.
Total score range : 4-12
-Interpretation of score obtained by a
particular student
10-12: Superior
7-9 : Above average
4-6 : Average , needs improvement
Comments:
Signature of supervisor Date
2.Numerical Scale

-Rater assigns a code number to each

trait of person being rated.
-Code numbers are assigned to
descriptive phrases arranged in order of
degree / level at which they indicate
possession / lack of occurrence of each
trait.
Sample

Students name:
Clinical area:
Date:
Behavior Excellent Very Good Fair Poor Very poor
5 4 3 2 1

1. Able to identify
priority needs of
patients

2.Communication
with patient

3.Evaluation of
the interventions.
Total score range : 3-15
13-15: Excellent
10-12: Very good
9-11: Fair
6-8: Poor
3-5 :Very poor
Signature of student & Instructor
3. The graphic rating scale

-Descriptive phrases printed horizontally

at various points[underneath as straight
line across page].
-Rater indicates performers standing in
respect of each trait by placing a check
mark at an appropriate point along the
line.
Sample

-Instructions
Place a tick mark on the line at its points
which best describes the person.
Name of student:
Class:
Date:
Sloppy worker Frequently makes Occasionally does Excellent worker
1 mistakes fine work 4
2 3

Careless about use Careless in use & Need help in Takes care of
of equipment handling of looking after equipment in a
equipment equipment at times. professional
manner, ensures
patients safety &
comfort.
Key

1 & 2 : Need constant supervision

3 : Needs guidance
4 :No need for supervision

Date : Signature of
instructor
USES OF RATING SCALE
Rating scales can be used to
evaluate skills, outcome,
activities, interests &
attitudes.
 ADVANTAGES
-Standard device which records qualitative &
quantitative judgment of the observed
performance
-Easy to administer & score
-Used for large groups of students
-Immediate feedback be provided to the students
DISADVANTAGES

-Misuse of rating scale can decrease

its objectivity.
-Problems of halo effect & horn
effect
4.External raters

Using others in evaluating students

clinical performance seeks another look
at a student by a clinical instructor
teaching in the same course who has not
worked with student previously.
5.Skills checklist

Serves as a teaching device for

students learning a skill as well as
evaluating device for verifying the
skill.
6.Observation guides

Students attention on a particular

aspect of patient care such as
physical assessment.
7.Process recording

Providing feedback to students

about their interactional skills, but
analysis of communication also
may be graded.
8.Auditing

Effective if a student was

responsible for comprehensive
care of patient for a period of
time.
9.Clinical examination

Assess the activities of students to

transfer learning to practice setting &
function effectively with in reality
of different clinical environments.
*WRITTEN ASSIGNMENTS

-Term papers
-Research paper
-Care study analysis
-Journals
Criteria : Content, Organization, Process,
Writing style.
*ORAL PRESENTATION

Communication with staff & with the

instructor, active participation in pre &
post conferences & formal presentations.
Conferences

It provide a method for

developing oral communication
skills & for evaluating
competency in this area.
*SIMULATIONS

Presents students with a clinical

situation to which they must
respond.
*SELF EVALUATION

Begins with first experience &

develops through out nursing
program.
D. Analyze Results
E. Reporting results
F. Make decisions
G. Using the results
H. Evaluating evaluation
process