EVALUATION

Evalution is a judgmental process it

reflects the beliefs values and attitude of the
participant or students evaluation.
It can be -----Formative
-----Summative
Internal assessment
&
External examination
 The term FORMATIVE denotes the
ongoing or systemic assessment of students
achievement while the term, courses or the
instructional program is in progress.
Formative Evaluation is done during
an instructional program to monitor learning
modifying the program (if needed) before its
completion. It is for the current students.
 It is relatively focus on molecular analysis.
 It is cause seeking
 It is instructed in the broader experiences of the
program user.
 Its design is exploratory and flexible.
 It tends to ignore local effects of particular
programs.
 It seeks to identify influential variables.
 It requires analysis of instructional material for
mapping the hierarchical structure of the
learning tasks and actual teaching of course for a
certain period.
 Formative Evaluation is individualized by
comparison of the students achievement
during various stages of the curriculum or
course

 Formative Evaluation puts the student against

himself and not by comparison with other
peers or colleagues.

 Formative Evaluation is a continually in

prospective way to slow or rapid progress
towards the attainment.
 This enable the student to control his own
learning behavior at every point of course and
seek appropriate teacher guidance.

 The teacher in turn is provided qualitative

and qualitative data towards modifying
teaching suitability and on time.
 The term summative evaluation refers to
assigning a grade for students achievement
at the end of the term, course or instructional
program.
 Summative evaluation describes judgments
about the merits of an already completed
program, procedure or product.
 Summative Evaluation is done at the
conclusion of instruction and measures the
extend to which students have attained the
desired outcome. W.weersma 1990.
 It refers to tests given at the end of the major unit or
the period of instructions.
 Summative evaluation occurs in frequently,
typically covering relatively large blocks of
instructional material.
 It is done at the end of the course.
 There should be some instructional program for the
attainment of some objectives.
 Instructional program duration may vary from
semester to whole year.
 The quality of the learning is relation to re-
determined objectives.
 It provides feedback to the class room teacher for
success or failure of the program.
 It leads to the use of well defined evaluation
design.
 It focuses and analysis.
 It provides descriptive analysis.
 It tends to stress local effects.
 It is non-reactive as for as possible.
 It is concerned with broad range of issues.
 its instruments are reliable and valuable.
summative evaluation is useful towards
convincing the consumer, society or the students
towards the competence achieved. It is used for
the further promotion or next grade.
1. To grade or certify students.
2. To judge the effectiveness of the teacher.
3. To compare curricula.
 • DIFFERENCE
FORMATIVE E. SUMMATIVE E.
1. Evaluation is performed to determine how 1. Evaluation is performed simply to grade
well students have mastered various the student at the end of one unit before
elements so that decision can be made on proceeding to the next.
how instructions should best proceed
•2.E. deals with only a segment. 2. E. .deals with whole in a detailed manner..

3.It is possible to break a course or subject 3. We can give test for the whole course.
in to
smaller unit of learning.

4.Test can be administered after completion 4. Test can be given after the completion of
of the the course/ program
unit

5.Immediate feed back. 5. Feed back not possible immediately.

6.Dignostic and progress test can be possible 6. Achievement examination can be possible.

7.Weakness and strength of the student can 7. Success and failure of the student will be
be understand. possible.
 INTERNAL ASSESSMENT is continuous,
periodic and internal, in which assessment is
done in relation to certain abilities and skills
of the students periodically and continuously.

INTERNAL ASSESSMENT has to be

planned at the time of curriculum
development and syllabus interpretation.
 INTERNAL ASSESSMENT will be
assessed by the teacher/ instructor of the
college or school and no external teacher or
instructor involved in this.

 INTERNAL ASSESSMENT demands the

out come of students than the abilities and
skills of the students.
 The main purpose of introducing
internal assessment is to integrate teaching
and evaluation and to test the skills and
abilities which can not be tested through
written examination
1. Helpful for the student to assess their
qualitative and quantitative evaluation.

2. Teacher may use different method of

teaching –learning process.

3. Internal assessment improves the teaching

learning process, it gives a comprehensive
picture of the students learning.
4. The objectives of affective domain(attitude,
interest, and appreciation) and its technique
can be assessed by internal assessment.
5. Internal assessment motivate the students to
study.
6. Diagnostic and remedial teaching are
possible and more scientific.
7.Internal assessment motivate the student to
give more weight age to the annual
examination.
 Internal assessment should be -----------

1. Comprehensive (eg) academic achievement

personality traits achievement
objects.(cognitive affective and psychomotor)

2. Follow the education commission(1964-66)

recommendation.
 3. Built in to the total educational program
and should be used for improvement rather
than certifying the level of student.
4. not to follow scoring procedure,(some of
the items needs description.)
5.keep separate record, not to be combined
with other records.
6. help the student in changing their
attitudes towards the day-to day program.
 7. supplement the final examination
8. very objective, unbiased on all the
items—
- unit test
-oral test
- practical test
- home work
- class work
- observational scale
- participation in social and
cultural
- group activities etc.
Items to be observed.
 -periodic test (unit test/term test)
 - oral test
 - laboratory work
 - terms paper(written)
 - study habits
 - participation
 - co-curricular activities
 - personality tests
 - visits
1. Subjective assessment
 Unit test --------------------25
 Term test--------------------25
 Performed test----------------10
 Performance test -------–-----10
 Home work------------------10
 Assignments-----------------20
 Total -----------------100
2. Assessment of co-curricular activities.
 library work 20
 Special games 20
 Debates, drawing music 20
 Study circle 20
 Visits 20
TOTAL 100
3. Assessment of personality traits.

 Traits, co operation, initiation, honest,

leadership, fellowship, perseverance,
confidence etc.

 Note; grade will be A, B, C, D, E.

1. This is logical and psychological
2. Proper study habits are likely to be
developed.
3. Students will be more regular, alert,
sincere in their study.
4. 11th hour preparation will be reduced.
 5. Students will pay equal attention to all the
activities
 6. Helps the students to minimize their
anxiety
 and nervous breakdown.
 7. Gives comprehensive picture to the
teacher.
 8. It is a good device for motivating.
 9. It helps to diagnose the weakness and
strength of the student.
 10. It brings changes in their attitude,
interest, and appreciation.

 11. Gives ample opportunity to assess the

student.”The teacher who teaches should
assess.”

 12. Parents feel more comfortable in knowing

about their children.
1. It may be misused by teacher
2. It can cause a great harm in the hands of an
Inexperienced, insincere, inefficient and
dishonest teacher.
3. It lose it validity if a teacher shows
favoritism personal prejudices and
subjectivity in assessment.
INTRODUCTION:
Conducting university examination, or
boards of examination for awarding certificates
or degrees related to nursing.
In our country usually state boards and
universities are conducting examinations for
awarding diplomas and degrees.
Controller or registrar is over all in charge
on behalf of the university matters relating to
conduct examinations, announcement of results
and conferment of degrees and maintain
confidence.
 Invite applications from eligible candidates.
 Fix a date of commencement of examinations 3
months in advance.
 Issue notification to all the colleges/students.
 Select centers for conducting examinations.
 Check with the calendar of events one month prior to
examinations(theory/practical/viva-voice)
 Select list of examiners for setting the
questions(respective subjects and courses etc).
 Send communication to respective teachers along
with guideline pattern of theory question papers,
blank white sheets to set the questions.
 Registrar (controller of exams)
 Deputy Registrar(deputy controller of
exams)
 Verifiers
 Dispatching officer
 Chief supt. Of examination.
 Room superintendent.
 Invigilators
 Group D staff
 One examiner shall be issued only one
bundle of answer script containing 20 papers
of 3 hours duration.
 He/she shall not be allowed to leave the place
with out completing the scripts given.
 Permitted to value more than 60 answer
scripts per day.
 Not permitted to value more than 200 answer
scripts in a session.
 Separate mark list shall be prepared for each
bundle.
 Code number shall be entered serially in the
ascending order along with their
corresponding marks in the list.
 Absentee number should shown by the word
“absent” against the code number in red ink.
 Marks list shall be prepared in ink.
 All the enclosures—
 Mark list, any letter for communication,
 Remuneration bill, all to be send to
controller.
 Valued paper shall arrange in serial order and
sent to chief superintendents.
 CRITERIA TO PASS.
 In the university examination, a candidate
should pass both in theory and practical.
 Theory consists of-------
a. written paper and
 b. internal assessment(theory)
 Candidate shall secure less than 50%
marks in aggregate, i. e. both in written
theory and internal theory.
 For a pass in practical/ clinical examination,
candidate shall secure less than 50% marks in
aggregate. i. e. marks obtained in university
practical/clinical exam and internal assessment
practical added together.
 A candidate not securing 50% in aggregate in
theory or practical/ clinical examination in a
subject shall be declared to failed in that subject.
 In this the candidate is required to appear for
both theory and practical/ clinical again.
 For a pass in English paper a candidate shall
secure not less than 40% in theory and 40% in
internal assessment.
 DECLARATION OF CLASS
ATTEMPT MARKS CLASS
OBTAINED
1st attempt 75% or more Distinction
1st attempt 65-74% First class
1st attempt 50-64% Second class

 A candidate passing university examination in

more than one attempt shall be placed in
pass class irrespective of the percentage of
marks secured by the student in the exam.
 A candidate failing in more than one subject
ill not be allowed to the next year.
 Not admitted to the subsequent higher
examination unless the candidate has passed
in all the papers of the previous exam.
 If the candidate fails in theory or in practical
he or she has to reappear for both theory
and practical.
 MAXIMUM NUMBER OF ATTEMPT:
 Three attempt including first attempt
 The maximum period to complete the course
is 8 years.
 AWARD OF DEGREE :
100% attendance in each of the examination
both in clinical area and classroom
attendance.
 One internal and one external examiner
should jointly conduct practical/clinical
examination.
 ELIGIBILITY OF THE EXAMINERS.
 M.Sc(N) in the concerned subject and minimum
of 3 years teaching experience in college of
nursing and should be a full time faculty.
 For nursing foundation, a teacher should have
M.Sc(N) in concerned subject, with minimum of 3
years experience in college of nursing and
should be a fulltime faculty.
 MAXIMUM PERFORMANCE EVALUATION
In this type determining a persons
abilities and how well an individual performs
when motivated to obtain as high a score as
possible. Aptitude and achievement tests are
useful in measuring maximum performance .
 TYPICAL PERFORMANCE EVALUATION:
In this evaluation it determines what
individual will do under natural conditions. i.e
their typical behaviour.
 Results in this area will indicate what
individual will do rather than what they can
do.
 The importance of this distinction between
ability and typical behaviour is easily
 illustrated.
 Eg. A student with considerable aptitude for
community health nursing may how ever
show little interest in other subjects.
 This describes students performance
according to a specified domain of clearly
defined learning tasks. Eg. Formulate the nursing
diagnosis of patient with typhoid fever.
Thus criterion referenced evaluation
directly describe the specific performance that
was demonstrated. So criterion referenced
evaluation interprets to describes what an
individual can do, without reference to other
performance.
Evaluation instruments includes teacher
made test, published test and observational
techniques.
 It describes pupil performance
according to relative position in some groups.
It is a test designed to provide a measure of
performance that is interpretable in terms of
an individuals relative standings in some
known groups. E.g.. Rank strength in a class
room group of thirty.
Evaluation instruments includes
standardized aptitude test achievement test ,
teacher made test etc.,