INTRODUCTION Education aims at an all round development of a student and not merely imparting knowledge to him.

It is therefore necessary that teachers and educators should be equipped with subject matter (content) and dynamic methods of teaching but also with objectives and appropriate testing devices which will assess students ability. Evaluation is an effective part of teaching and learning. Evaluation in education is the process of judging the effectiveness of educational experience through careful appraisal. It involves a continuous process of collecting, recording, assembling and interpreting information The modern concept of educational evaluation Puts the child, and not the subject matter in the center Cater to the childs psychological needs and interests, aptitudes, etc. Put more stress on learning than on teaching. MODERN EVALUATION VERSUS OLDER FORMS OF EVALUATION Modern evaluation differs from older form of appraisal in several ways: 1. Modern evaluation attempts to measure a comprehensive range of objective of the modern school curriculum rather than subject matter achievement only. 2. Modern evaluation employs a variety of techniques, methods and procedures of appraisal such as essay type tests, self report techniques, performance tests etc WHY EVALUATION? The importance of evaluation can be stated as follows: 1. Evaluation is essential for sound educational decision making. 2. Taxpayers (parents) are eager to know what the results of education are. 3. Educators, administrators, teachers, students and parents all work hard for the attainment of educational goals and it is only natural that they should want to ascertain the extent to which these goals have been realized. 4. Education is truly a giant and an important enterprise. Therefore it is crucial that we evaluate its process and products. For an adequate teaching learning situation, evaluation techniques are essential. 5. A good program of evaluation clarifies the aims of education.

6. It helps in the improvement of curriculum. 7. Evaluation attempts at relating the subject matter(content),classroom instruction(teaching learning process) and testing procedures to educational objectives. 8. Evaluation helps administrators, teachers and students. WHAT IS TO BE EVALUATED ? We evaluate the characteristics of students example their scholastic potential, honesty, ability to teach and so forth. This is not to be confused with evaluating the worth of a student. In the classroom situation, not only the content but also the achievement of the objectives and learning activities are to be evaluated. Content achievement and mastery over learning activities will be tested indirectly when the objectives are evaluated. MEANING AND DEFINITION The term evaluation is derived from the word valoir which means to be worth. Thus ,evaluation is the process of judging or worth of an individuals achievements or characteristics. In broad sense , educational evaluation is concerned with value or worth of the goals attained by the education system. Ralph Tyler defines evaluation as the process of determining to what extent educational objectives are being realized From an educational point of view, the definition of evaluation may be given in the following: Evaluation is any systematic, continuous process of determining the following: The extent to which specified educational objectives ,previously identified and defined are attained. The effectiveness of the learning experiences provided in the classroom How well the goals of education have been accomplished. NATURE OF EVALUATION The evaluation is a two part process : The first part of evaluation is the determination of what is of value or in simple terms, the identification of the objectives or goals towards which the education process is aimed.

The second part of evaluation is the judgments of whether these goals are being achieved or the extent to which they are being achieved .So evaluation is a systematic process of determining the extent to which instructional objectives are achieved. PURPOSES OF EVALUATION The overall purpose of the evaluation will be to provide information to enable each student to develop according to his potential within the framework of educational objectives. Thus overall purposes of evaluation are as follows: 1. To appraise the status of and changes in students behavior. 2. To make provision for guiding the growth of the individual student 3. To diagnose the individual students educational strengths and weakness 4. To assess the students progress from time to time and discloses students needs and possibilities. 5. To provide basis for modification of curriculum and courses. 6. To locate the areas where remedial measures are needed. 7. Motivate the students towards better attainment and growth. 8. Test the efficiency of teachers in providing learning experiences and the effectiveness of instruction and classroom activities. 9. Appraise the teacher and supervisor competence. 10.Serves as method of self improvement , improving school learning relations and as guiding principles for the selection of supervisory techniques. PRINCIPLES OF EVALUATION
1. Determining and clarifying what is to be evaluated has priority in the

evaluation process : No evaluation device should be selected or developed until the purpose of evaluation have been carefully defined. 2. Evaluation techniques should be selected according to the purposes to be served : When the particular aspect of pupil performance to be evaluated has been precisely defined, the evaluation technique that is most appropriate for evaluating that performance should be selected. Evaluation techniques are chosen on the basis of how accurately they measure , how objective the results are or how convenient they are to use. All these criteria are important but secondary to the main criterion appropriateness or effectiveness of the evaluation technique. 3. Comprehensive evaluation requires a variety of evaluation techniques : no single evaluation technique is adequate for appraising pupil progress

toward all of the important outcomes of instruction. To obtain a complete picture of pupil achievement , we typically need to combine the results from a variety of techniques. 4. Proper use of evaluation techniques requires an awareness of both their limitations and strengths : even the best educational measuring instruments fall far short of precision. First there is sampling error. Because we can measure only a small sample of an individuals response at one time. A second source of error is found in evaluation instrument itself or in the process of using the instrument. 5. Evaluation is a means to an end, not an end in itself : the use of evaluation techniques implies that some useful purpose will be served and that the user is clearly aware f it. Most of the misuses of tests and other evaluation techniques can be avoided by viewing evaluation as a process of obtaining information on which to base educational decisions. CHARACTERISTICS OF EVALUATION
1. Evaluation is a continuous process : it forms an integral part of the total

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system of education and is intimately related to the objectives, contents and learning activities. Evaluation includes academic and non academic : evaluation in its broader sense includes examination of academic and non academic aspects of education. In examination and measurements the focus is on the academic subjects only whereas evaluation includes all the changes that takes place is the development of balanced personality and measures the head ,hand and heart of an individual. Evaluation is a procedure for improving the products : evaluation is a process of making judgment that are to be used as a basis of planning .It is a procedure for improving the products , the process and even the goals themselves. Evaluation discovers the needs of an individual and designing learning experiences that will solve these needs : the purpose of any program of evaluation is to discovers the needs of an individual being evaluated and designing learning experiences that will solve these needs . Evaluation in terms of purposes : Evaluation is process by which the values of an enterprise are ascertained and it should be conceived primarily in terms of educational purposes which the program of supervision is intended to serve. There is a correlation between the individual system and the system of

evaluation : in the light of objectives of the system of education , a comprehensive program of evaluation world include the academic subjects , of the skills, of the physical development or of moral or social development. 7. Evaluation is a complex process : evaluation tends to become a complex process. It needs scientific tools and techniques. It needs the corporate efforts of teachers, students, parents and the administrative staff of the school or college. COMPONENTS OF EVALUATION 1. Specifying learning outcomes 2. Collection of evidence about students growth through reliable data gathering devices. 3. Analysis and interpretation of performance or students growth 4. Diagnostic appraisal , that is indicating the level of performance rather than the judgment in the performance. 5. Redefining and readjusting the instructional objectives on the basis of feedback. FUNCTIONS OF EVALUATION According to K.Soman , functions of evaluation can be divided into two major categories : Functions associated with the instructional process Functions associated with the education system as a whole. Functions associated with the instructional process 1. Measurement function : accurate and reliable measures of a variety of attributes associated with the physical and psychological development of the learner act as a basis for evaluation. 2. Diagnostic function : the results obtained through evaluation helps in determining the causes of persistent learning difficulties related to intellectual , physical , emotional and environmental reasons. 3. Guidance and remediation : once the cases of learning difficulties are diagnosed, the teacher can help the students by adopting appropriate remedial measures. 4. Motivating functions: the knowledge that one is going to be evaluated creates a feeling of mild anxiety . This in turn act as a motivating force

that promotes systematic learning .It is harmful only when anxiety grows to undesirable levels. 5. Assessment of the final output : Evaluation will ultimately have to assess the final performance of the learner also, the value judgment being made in terms of the quantity and quality of the total attainment with respect to a specific curricular area. 6. Classification and placement : For many purposes , students of a particular group will have to be classified on the basis of their level of attainment and other abilities. At other times , it has to be determined whether a particular student can promote to a further stage, based on realization of the expected level. 7. Prognosis , prediction and selection : This aims at determining the prerequisites possessed by a student which are essential to succeed in a course of study that he is intended to take up. This predictive function of evaluation helps in conducting educational and vocational guidance in a more scientific manner. Functions related to total education system Educational evaluation covers program evaluation , institutional evaluation , evaluation of the performance of the personnel concerned, etc in addition to the evaluation of pupil performance. Educational evaluation has to take up functions for the betterment of this system as a whole. 1. Improvement of inputs and process of education : The inputs of an education system include items like curriculum, textbooks, societal support ,environmental conditions etc. All these are to be utilized for the development of the raw material - the learner. If the anticipated output that is student development has to be achieved to the maximum level possible, the inputs should be pooled and processed systematically. This could be done only on the basis of input analysis and process analysis to be followed by their proper evaluation on the basis of the objectives formulated as well as the feedback obtained from the final evaluation of pupil performance. 2. Maximization of the output ( that is student development) : By improving inputs and process by setting high but realistic targets and by ensuring progress through diagnosis, remediation and reinforcement , educational evaluation contributes to student development. TYPES OF EVALUATION

Based on the frequency of conducting ,evaluation can be classified into: a. formative evaluation b. summative evaluation Based on the nature of measurement, evaluation can be classified into: a. Maximum performance evaluation b. Typical performance evaluation Based on the method of interpreting results, evaluation can be classified into: a. criterion referenced evaluation b. norm referenced evaluation FORMATIVE EVALUATION Formative evaluation is used to monitor learning progress during instruction and to provide continuous feedback to both pupil and teacher regarding learning success and failures. Feedback to pupil reinforces successful learning and identifies the learning errors that errors. Feedback to the teacher provides information for modifying instruction and prescribing group and individual remedial work. Formative evaluation depends heavily on specially prepared tests for each segment of instruction like unit or chapter. Tests used for formative evaluation are most frequently prepared by the teacher . It is directed toward improving learning and instruction , the results are typically not used for assigning course grades. SUMMATIVE EVALUATION Summative evaluation typically comes at the end of a course or unit of instruction. It is designed to determine the extent to which the instructional objectives have been achieved and is used primarily for assigning course or certifying pupil mastery of the intended leaning outcomes. Although the main purpose of summative evaluation is grading or certification of pupil achievement , it also provides information for judging the appropriateness of the course objectives and effectiveness of the instruction. MAXIMUM PERFORMANCE EVALUATION It determines what individuals can do when performing at their best. Evaluation of this type is concerned with determining a persons abilities

and how well an individual performs when motivated to obtain as high a score as possible . TYPICAL PERFORMANCE EVALUATION It determines what individuals what individual will do under natural conditions ,that is their typical behavior. It will indicate what individuals will do rather than what they can do. CRITERION REFERENCED EVALUATION This describes pupil performance according to a specified domain of clearly defined learning tasks. For example formulates the nursing diagnosis of patients with typhoid fever. Thus criterion referenced evaluation directly describe the specific performance that was demonstrated. It enables us to describe what an individual can do, without reference to others performance. NORM REFERENCED EVALUATION This describes pupil performance according to relative position in some known group .For example ranks tenth in a classroom group of 30. Norm referenced interpretations enable us to determine how an individual performance compares with that of others .A norm referenced test is a test designed to provide a measure of performance that is interpretable in terms of an individuals relative standing in some known group. STEPS OF EVALUATION Evaluation is a process that involves the following systematic series of actions : 1. Identifying the purpose of the evaluation 2. Identifying a time frame 3. Determining when to evaluate 4. Selecting the evaluator 5. Choosing an evaluation design/ framework of model. 6. Selecting an evaluation instrument 7. Collecting data 8. Interpreting data 9. Reporting the findings 10.Using the findings 11. Considering the costs evaluation

Identifying the purpose of the evaluation Regardless of the scope of the evaluation, the purpose or reason for conducting an evaluation should be clear to all involved. The purpose of evaluation includes the following : To facilitate learning - or change behavior of an employee or student. To diagnose problems - to find learning deficits, ineffective teaching practices, curriculum deficits. To make decisions - to assign grades, to determine merit raises, to offer promotion or tenure. To improve products- to revise a textbook, to add content to an independent study module. To judge effectiveness - to determine whether goals or standards are being met. Identifying a time frame The next step in the evaluation should occur. Time frames for evaluation can be described as formative or summative . Formative evaluation : it refers to evaluation taking place during the program or learning activities. Formative evaluation is conducted while the event to be evaluated is occurring and focuses on identifying progress towards purposes, objectives, or outcomes to improve the activities, course , curriculum or teaching and student. It emphasizes the parts instead of the entirety. Summative evaluation : It refers to data collected at the end of activity, instruction , course or program. The focus is on the whole event and emphasizes what is or what was and the extent to which objects and outcomes were met for the purposes of accountability, resource collection, assignment of grades or merit pay or promotion( faculty) and certification. It is therefore is most usefully at the end of a learning module or course. Determining when to evaluate : The evaluator must also weigh each evaluation event and determine when evaluation is most appropriate. In determining when to evaluate, the evaluator must also consider the frequency of evaluation is necessary in many situations. Frequent evaluations are important when the learning process is potential problem if the risk of failure is high.

Selecting the evaluator : An important element in evaluation process is the evaluator. Selection of an evaluator involves deciding who should be involved in the evaluation process and whether the evaluator should be chosen from the inside(internal evaluator) or from the outside (external evaluator).Both have merits. Internal evaluators are those directly involved with the learning course or program to be evaluated such as the students, faculty or nursing staff. External evaluators are those directly involved in the events being evaluated. They are often employed as consultants. State, regional and national accrediting bodies are other examples of external evaluators. Choosing an evaluation design/ framework of model : This step of the evaluation process involves selecting or developing an evaluation model. An evaluation model represents the ways the variables, items or events to be evaluated are arranged, observed or manipulated to answer to the evaluation question. Selecting an evaluation instrument After a model has been selected and the variables to be evaluated and their relationship to each other have been identified , the evaluator then selects evaluation instruments that can be used most easily to obtain the necessary data. Types of instruments of evaluation : Questionnaire : a questionnaire is a method in which a person answers questions in writing on a form. The questionnaire is usually self administered. Interview: An interview involves direct with individuals participating in the evaluation. Rating scale : A rating scale is used to measure an abstract concept on a descriptive continuum. Check list : A check list is two dimensional in that the expected behavior or competence is listed on one side and the degree to which this behavior meets the level of expectation is listed on the other side. Attitude scale : An attitude scale measures how the participant( usually a student ) feels about a subject at the moment when he or she answers the questions. Self report, journal, diary : These are students written narrative of his or her reflections, thoughts ,fear etc.

Anecdotal reports :anecdotal notes are the instructors notations or comments on student performance or behavior during clinical experience. Selection and development of evaluation instruments The instruments should have the following characteristics : 1. Appropriate for what is being evaluated. 2. Appropriate for the domain being evaluated. 3. Comprehensive : inclusive of all variable in the evaluation model 4. Easy to use : understandable to the evaluator and user. 5. Cost effective 6. Time efficient 7. Valid and reliable

Collecting data The next step of the evaluation process is use of the evaluation instrument to gather data. Although the instrument will determine to some extent what data are collected and how, several other factors should be considered at this time. These include the data collector, the data sources, amount of data ,timing of data collection and formal versus informal data collection. Data source : Before evaluation the evaluator must identify sources from which the data will be collected. At this time in the evaluation process, it is important to determined whether it is possible to have access to records , particularly if permission must be obtained from the participants. Amount of data : The amount of data to be collected must also be determined and specified. All data may be collected, or a sample may be sufficient but a decision must be made. For example, in clinical evaluation or classroom testing it is impossible to collect data about each instance of clinical performance or knowledge gained from the classroom. In the instance a sampling procedure is used and guided by the clinical evaluation protocol or the blueprint or plan for the classroom test. Timing of data collection : When gathering data from students it is important to allow adequate time and to gather data when students are able to give an unbiased responses. Formal versus informal data collection : Decisions about use of formal and informal data must also be made. Data can be obtained in a formal manner such as by using a structured evaluation tool. Data can also be

collected with informal methods such as in form of spontaneous comments made by students. Interpreting Data This step of the evaluation process involves translating data to answer the evaluation questions established at the beginning of the evaluation process. This involves putting the in usable form, organizing data for analysis and interpreting the data against reestablished criteria. When data are interpreted, the context ,frame of reference, objectivity and legal and ethical issues must be considered. Reporting the findings In this step of the evaluation process, the results of evaluation are communicated to appropriate persons. Factors to consider when findings are reported include when, how and to whom the findings will be provided. The evaluator must know to whom the data should be reported. Typically, both the person and group being evaluated and those requesting evaluation receive evaluation reports. Confidentiality of the report must be maintained. The timing of the report is also crucial. There tends to be readiness to know the results of evaluation and if the report of results is delayed , the recipients may lose interest. Using the finding Barret Barick states that the use of evaluation findings requires purposeful, strategic planning. Evaluation results can be used in a variety of ways. Common uses in nursing are to assign grades. Considering the costs evaluation Evaluation can be costly throughout the entire process and therefore the evaluator and audience must be assured that the cost will match the benefits. Answers to the following cost related questions need to be determined at the outset: What are associated with evaluation ? How much time will the evaluator spend in developing tools, administering tools, interpreting data and reporting results. Will undue time be spent on the part of those being evaluated in filling our evaluation tools ? Will the curriculum require massive revision?

FORMATIVE EVALUATION

The term formative evaluation denotes the ongoing assessment of learners achievement while the term, course or instructional program is in progress. In teaching and instruction the whole content is presented in parts, in small units. Hence the learner should be given test at the end of each unit so that learners strengths and weaknesses can be diagnosed. Diagnosis can be followed by remedial teaching. Then the formative test is given. In formative test the difficulties of learners learning are important. Formative evaluation is the assessment made during the instructional phase to let the teacher know about learners progress in learning and what more is to be done. Formative evaluation is conducted to monitor the instructional process, to determine whether learning is taking place as planned.RL Ebel and DA Frisbac 1986 Formative evaluation is concerned with the judgment made during the design or development of a program which are directed towards modifying , forming or otherwise improving he programs before it is completed.AJ Nitke,1983 PURPOSES OF FORMATIVE EVALUATION Some of the purposes served by formative evaluation are as under : 1. Feedback to the students, not the assignment of a grade, should be the purpose of making a formative evaluation of affective objectives. 2. The gathering of data during the time of program( curriculum evaluation, preparing unit plan, writing items etc) is being developed for the purpose of guiding the developmental process in formative evaluation 3. Formative evaluation is designed to provide the teacher with continuous and immediate feedback so that he can modify instruction, govern his instructional strategy and prescribe group and individual remedial work. 4. Formative evaluation is designed to provide the learner with continuous and immediate feedback so that he can get reinforcement in successful learning and can identify the learning errors that need correction CHARACTERISTICS OF FORMATIVE EVALUATION

The following are the major characteristics of formative evaluation : 1. It relatively focuses on molecular analysis of instructional material for mapping the hierarchical structure of the learning tasks and actual teaching for a certain period. 2. It is cause seeking. It seeks to identify influential variable. 3. Its design is exploratory and quite flexible. 4. It monitors teaching learning strategies during instruction. ADVANTAGES OF FORMATIVE EVALUATION 1. Formative evaluation is concerned with judgments made during the design and development of an instruction program. These judgments help in forming, modifying and improving the program before it is completed. 2. In formative evaluation, teachers test more frequently and that helps in determining whether learning has taken place as planned. 3. A person who is continually evaluating his program will find many things that can be changed for the better during the operation of the program 4. Formative evaluation ( informing and feed backing learners of their progress during the instruction) is most helpful for the immediate decision making that learners face. 5. It makes teaching more effective. As a result, it helps current learners to learn more effectively. 6. In formative evaluation, more emphasis is on the achievement rather than objectives. 7. It also provides ample opportunities to learners to have mastery in content.

SUMMATIVE EVALUATION
We do not care how hard the student tried, we do not care how close he got.until he can perform he must not be certified as being able to perform - RF Mager The term summative evaluation refers to assigning a grade for learners achievement at the end of term, semester, course or instructional program. Making overall assessment or decision with the program is a summative evaluation. Summative test is given to the learner after he has passed successfully all the formative tests.

Summative evaluation describes judgments about the merits of an already completed procedure, program or product- AJ Nitco 1983 Summative evaluation typically comes at the end of a course of instruction. It is designed to determine the extent to which the instructional objectives have been achieved and is used primarily to assign grade or certifying pupil mastery of intended outcome.- NE Gronlund 1985 Summative evaluation is done at the conclusion of instruction and measures the extent to which students have attained the desired outcomes W Weersma and SG Gurs 1990 PURPOSES OF SUMMATIVE EVALUATION Summative evaluation serves the following purposes : 1. Pupils cannot easily combine all the daily feedback provided and obtain an overall picture of how they are doing. The summative evaluation can provide such overall picture. 2. From the summative test, the general level of the learner is judged. On the basis of learners performance, the effectiveness of teaching and instruction is evaluated. 3. Summative evaluation serves the purpose of assigning grades or certifying learners mastery of the intended learning outcomes. ELEMENTS OF SUMMATIVE EVALUATION 1. There should be some instructional program before summative evaluation 2. The instructional program should be for attainment of some objectives 3. Summative evaluation is done at the end or completion of a particular instructional program whose duration may vary from a semester to whole year or prescribed duration. 4. Summative evaluation should check whether there has been learning or not. If the answer is yes then what is the quality and quantity of learning in relation to predetermined objectives. 5. Summative learning provides the feedback to the classroom teacher for the success or failure of the program and of the students CHIEF CHARACTERSTICS OF SUMMATIVE EVALUATION Following are the chief characteristics of summative evaluation: 1. It is concerned with (a) broad range of issues (b) judgment about the merits of an already completed program, procedure or product

2. It comes at the end of a course or unit of instruction. Its duration may vary from a semester to whole year. 3. It is the terminal assessment of the learners performance at the end of instruction 4. Summative evaluation provides (a) the extent to which the objectives have been achieved (b) whether learning is sufficiently complete so that the learner may qualify himself for the next unit of instruction 5. Summative evaluation provides (a) descriptive analysis (b) evidence that the program is satisfactory and a new program for the learner is needed feedback to the classroom teacher for the success or failure of the program of instruction. 6. It measures the extent to which the learner has attained the desired outcomes. 7. It is almost unobstructive and non reactive ADVANTAGES OF SUMMATIVE EVALUATION The advantages of summative evaluation are mentioned below: 1. It provides reinforcement to teachers and instruction. 2. It helps in planning and organizing of further teaching 3. It judges to what extent objectives are realized on the basis of learners performance.

FORMATIVE VS. SUMMATIVE EVALUATION FORMATIVE EVALUATION It is conducted during the development or improvement of a program or product. SUMMATIVE EVALUATION It is conducted after the completion of a program or a course of study. The purpose is to check final status of students There will be a more restricted sampling across a large content area. It is the final test of learners achievement covering large blocks of content. It uses the methods of achievement tests and projects. It is organized for the benefit of external audience It tests the learning outcomes against a set of objective criteria It is tested less frequently like weekly or quarterly It limits their use.

The purpose is to monitor progress of the students by getting feedback There will be a very thorough sampling of a limited content area. It forces and reinforces learning mastery by providing data that can direct remedial teaching. It uses the methods of daily assignments and observations. It is organized for the benefit of internal audience or decision makers. It takes the form of dialogue between teacher and a learner. It is tested more frequently like daily It regularly uses profiles and records of achievement Scoring is based on criterion referenced approach It reports scores on each task in hierarchy.

Scoring is based on norm referenced approach It reports the attainment in terms of total scores or average grades

Both intend to examine the worth of a particular entity. Only timing , the audience requesting it and the way its results are used can indicate whether it is formative or summative evaluation.

EVALUATION HELPS STUDENTS Evaluation helps the students in following ways :

1. Communicating the teachers objectives : When the teachers objectives

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are communicated , they become asset of the students and this serves to increase their motivation. Similarly if the objectives are clearly known what the teacher expects from them and they will help, directly or indirectly , the teacher in realizing the objectives. Increasing motivation : Knowing that ones performance is to be evaluated increases motivation , which ultimately facilitates learning. Thus the evaluation process may serve to motivate students to do better and also to engage themselves in appropriate self appraisal. Encouraging good study habits :One aspect of good study habits is frequent review. Frequent evaluation encourages study habits. Because of the frequent evaluation the student gets to evaluate his own progress in school and also the development of certain skills. Developing abilities and skills : Evaluation helps students to determine the pattern of their abilities and to find out whether or not they have acquired the necessary skills and understanding. Summarizing and reporting students progress : Evaluation in education is useful to determine the effectiveness of instruction and planned learning activities and also to serve as a basis for summarizing and reporting students progress . Feedback : Evaluation provides a feedback which identifies a students strengths and weakness.

CONCLUSION Hence Evaluation is an essential aspect of the educative process for knowing the progress of the pupils. Therefore teachers need to have the necessary skills in evaluating the pupils learning. At this juncture when the goals of education have become more and more complex and the number of pupils has increased enormously, proper evaluation is very essential for the educational growth.

BIBLIOGRAPHY

1. Basavanthappa B T , Nursing education, Jaypee publications, Medical publishers , New Delhi, 2003 , First edition, page no. 646-660. 2. Neerja K.P, Textbook of nursing education, Jaypee publications, Medical publishers, New Delhi , first edition, page no. 564-570 3. Patel. N. Rambhai, Educational evaluation theory and practice, sixth edition, Published by himalaya publishing house , Mumbai , page no. 202-208.

4. Sankaranarayan .B, Learning and teaching nursing , second edition, Published by Brainfill , Calicut , page no. 5. Lynne E. Young Barbara L. Paterson, Teaching nursing, published by Lippincott Wilkins copyright 2007,page no. 200-234. 6. www.google.com