Evaluating The Teaching

Program
NCM 102- HEALTH EDUCATION
January 2020
St. Paul University Philippines - College of Nursing School of Nursing
and Allied Health Sciences – 1st semester SY 2019-2020
Learning objectives:

At the end of this session the students will be able to:

• Define evaluation
• Discuss the purpose of evaluation to patient teaching and
student learning
• Explain the different criteria for the selection of evaluation
tools;
• Describe process of evaluation; and
• Differentiate among the types of evaluation
 Evaluation

• Is the process of ascertaining or

judging the value of something through
careful appraisal.
[Add a graphic that provides
• It is a means to help an individual or evidence of what you learned]
group become self-directing.

• Helps establish specific goals, which in

turn serve as criteria for judging
desirable changes
 Functions of
• Improve the educational
program;
• Achieve educational goals;
• Motivate and guide the
learning process of individual
student;
• Motivate and guide the
learning process of individual
student;
Educational Evaluation
• Motivate the teacher to evaluate
critically her teaching practices,
the student’s learning effectiveness
and her own personal goals; and
• Motivate the teacher to work
together for the improvement of
the curriculum and educational
program.
 The evaluation program should reflect the following;
The Teaching
educational 01 and
objective learning
procedure

04 02

03
Learning Student
outcomes progress

Evaluation program for teachers of nursing

courses
 Criteria for selection of evaluation devices

1. Sampling of the objectives

• All of the objectives in each course Should be
tested.
2. Sampling of the content
• teacher must make certain that there is enough
items representative in each content emphasizing
on “must know” rather than the “ nice to know”.
3. Validity
• Is the degree or extent to which it measures what it intends
to measure.
4. Reliability
• Cannot be determined by examining the test. It must be
determined trough application and statistical computation

Criteria for selection of evaluation devices

5. Practicality
• 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 use for various purposes, besides providing basis for
student’s grades and diagnosing of students’ abilities in measuring
speed, power and comprehensiveness, and for many other
purposes.

Criteria for selection of evaluation devices

Steps in Evaluation

1. State objectives. Progress can be 4

measured if direction is clear.

3
2. Define changes in behavior as
expected of the educational
outcomes. 2
3. List and briefly describe
situations that give opportunity
for the expression of desired 1
behavior of the learner.
4. Develop appropriate and
systematic means of eliciting
kinds of behavior implied in
objectives to be evaluated.
Steps in Evaluation

• 5. Decide on ways of recording and summarizing 4

behavior such as scoring, rating or describing
behavior and the basis for evidence collected.
3
• 6. Check validity, reliability, and
difficulty of the measures used.
2

• 7. Establish conditions that permit the

student to give her best performance.1

• 8. Assign scores on the basis of

the foregoing steps.
• 9. Develop methods of
interpretation
 Widely Used Evaluative Devices
• 1. Essay examinations = subjective type of evaluation in which students are
given questions requiring critical analysis of situation based on concepts or
principles learned.

• 2. Objective examinations= consist of a large number of questions and statements.

Students answers are indicated by marking the correct response.
= more reliable than essay or other types because they are free from personal opinion
in scoring.
Types of objective examination
• Challenging to create but are easy to score
MCQ • Lit exam= det. The level of knowing, recall, and beyond
recall.

• Test the learners ability to identify the correctness the

T and F statement of facts or principles

• Limited to test the level of knowing knowledge and
comprehension

Matching • Used to test the lowest level of knowing which is useful

in determining the learners recall of the memorized
relationship between two things such as terms and
definitions, dates or events.
Advantage Disadvantages

Can be scored in less time than the subjective Provide little opportunity to measure students’
test. ability to organize and to express her thoughts.

More time is required to prepare good objective

type of questions than essay questions.
 Widely Used Evaluative Devices

• 3. Objective problem-situation test=describes a situation, not previously

presented to the student with sufficient details to point out the problem involved.

Advantages Disadvantages
Used to represent patterns of behavior that
Time consuming to prepare,
constitute nursing competence;

Less time consuming for student to answer. Requires great skill to prepare valid, reliable
problem-situations, and
Useful to determine the students’ ability to apply
principles to new or related situations; and
Requires considerably more space than objective
Can analyze easily the type of errors made by tests.
students in the use of basic principles and
concepts.
 Standardized Tests =These are tests and scales that have
met the criteria of testing

Three types
Intelligence tests Prognostic tests Achievement tests

• Attempts to • Intended to • Designed to

indicate the discover the indicate the
capacity, the possibilities of accomplishment
brightness or student’s success of the student in
native intelligence in a particular the particular
of students as area. subject areas of
compared to the the curriculum.
norm of her age
Widely Used Evaluative Devices

• 5. Rating scales= is a standardized method of

recording interpretations of behavior. Students
are rated on a scale from low to high with
respect to a particular or specific unit.
Evaluating Patient Learning
Few techniques for feedback on patient’s
learning

1. Ask the pt to read pamphlets or brochures and fact sheets summarizing what
the nurse have taught. Repeat impt. Information.

2. Interview patients with thorough observation, discussion and gesturing can

elicit adequate response and understanding of the information taught.

3. Determine change of patient behavior related to health care practices.

4. Do a return demonstration to determine skills learned and collect evidence

of teaching effectiveness.

5. Document the teaching information and evidences of what the patient has
learned. This is done for legal and accreditation or audit purposes.
Evaluating Student Learning
• Criteria to determine effectiveness of student learning (Clark 2008

1. Major elements
and sub-elements 3. The of range of
concerning the scale used.
rating.

2. The relative
importance of 4. Test blueprint.
each element.
Type of Student Evaluation
• The following are types of evaluation

1. Formative process evaluation

Measures or evaluates the processes and progress along with the

goal and objective.it is the on going feedback given to the students
throughout the learning process.

This will help learner identify the strengths and witnesses in order
Example: course to find solutions for improvement. This may be graded or non-
evaluation, student graded.
achievement,
satisfaction index.
This is also called as anecdotal records or clinical
progress notes.
 Type of Student Evaluation
• The following are types of evaluation
2. Summative or outcome or end-
point evaluation
This is given at the end of learning experience in order to asses
whether the learner has achieved the objectives and is ready to
move on the next experience.

Example: to prepare Similar to goal-based evaluation which compares the results of

caring and competent students performance to the overall goal of the program.
professional nurses to
meet the health care
needs of the
Learners are informed of the behavior expected of
population.
them to achieved a certain grade. Grading is less
subjective when criteria is spelled out.
 Framework for evaluative measurement
• 1. norm- referenced measurement

= applied to clinical evaluation, where each student’s

performance is measured against that of the other student in the
clinical group.

2. criterion-referenced measurement
• = the learner is compared to a well defined or pre determined
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 clinical practice.
• Emphasis of evaluation is placed on the application of knowledge
and skills in nursing practice.
Evaluative data sources
1. Faculty observation
2. Written assignments of students

3. Students clinical records

4. Oral communication

5. self-evaluation
6. Agency personnel 7. Other member of health care team
 Evaluating the teacher

1. Tape and 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
• Done by having a colleague sit in several classes of a teacher or any
colleague being evaluated.
 Evaluating the teacher

3. Student evaluation of teaching effectiveness

• Students are the recipients or end users of teaching. This are
considered as the primary sources of teachers to improve or
enhance teaching effectiveness.

4. Teacher self-evaluation
• This is the teacher’s introspective analysis of her own teaching
effectiveness.
Criteria for self evaluation of teaching with
special reference to choice of learning
experience
1. Consistent with the philosophy of the educational institution and
lead to the attainment of the proximate aims of the curriculum

2. consistent with the aims of democratic society.

3. course objectives and the goals of the curriculum will be attained.

4. Motivate students at appropriate times and manner that will stimulate

curiosity and challenge them to continue efforts for their improvement.
 Criteria for self evaluation of teaching with
special reference to choice of learning
experience
5. Varied and flexible enough to adapt to individual student’s ability and
educational background.
6. Lead to the development of individual thinking, good judgment, intellectual
resourcefulness, self discipline, and integrity of p0rpose and mastery of 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.
Criteria for self evaluation of teaching with
special reference to choice of learning
experience
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.
(keating: 2006)
1. Demonstration
• The teacher demonstrates skills at normal speed without making comments regarding the
performance.

2. Deconstruction
• The teacher demonstrates with an accompanying comments or suggestions for
improvement.
 Teaching and assessing skills learned.
(keating: 2006)

3. Comprehension
• The teacher demonstrates with accompanying comments and
suggestions for the learners.

4. Performance
• The learner will demonstrates the skill with accompanying comments
or clarifications for improvement. (Peyton: 1998)
Teaching and assessing skills learned.
(Keating: 2006)

5. Practice is the most effective way to

move from consciously incompetent to
consciously competent.
• Levine and Feldman: 2006
Reference:

Crestita B. Tan, RN, RM, MAN, PHD

The Nurse as Health Educator,
Concepts, principles and strategies in
Teaching text and workbook second
edition- 2017