ASSESSMENT

DR. JAYESH PATIDAR

NURSING PATH
INTRODUCTION
Assessment is part of the everyday
activities of nursing professionals.
Assessment is the only way by which
a teacher can know how successful
his teaching was and what areas in
teaching need improvement.
Similarly, a student can know his
learning difficulties & also at what
position he stands in the crowd
of students.

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WHAT IS ASSESSMENT/EVALUATION
Evaluation is the process of determining
to what extent the educational objectives
are being realized.
Evaluation is the assessment of merits or
worth.
Evaluation is a systematic examination of
educational & social progress.
Evaluation involves assessing the strengths
& weaknesses of programs, policies,
personnel, products, & organizations to
improve their effectiveness.
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PURPOSES OF
ASSESSMENT/EVALUATIO
N
To provide short-term goals to the students.

To clarify the intended learning outcome.

To determine the level of knowledge &

understanding in students.

To diagnose the strengths & weakness of

students.
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PURPOSES OF
ASSESSMENT/EVALUATIO
N
To encourage students learning by measuring their
achievement.

To provide information to students for overcoming

learning difficulties.

To estimate the effectiveness of the instructional

media used.

To help students acquire the attitude & skills or self-

evaluation.

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PURPOSES OF
ASSESSMENT/EVALUATIO
N
To assess the nonscholastic domains of the
student’s personality.

To assess the student’s progress throughout the

year.

To ascertain if the teaching strategies are

effective or not.

To improve curriculum in light of recent

advances.
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PURPOSES OF
ASSESSMENT/EVALUATIO
N
To satisfy the university requirements for a
curriculum.

To report the student’s progress to

parents.

Evaluation is carried out for general &

educational research.
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TYPES OF
ASSESSMENT/EVALUATION
Parameters
Formative
Assessment
Meaning It is ongoing assessment
of the student’s
achievement.
Purposes To monitor the progress of
students & provide
feedback for improvement.
Frequency Carried out quite frequently
ranging from daily to weekly.
Content focus Detailed focus on content.
Methods It include classroom
questioning, daily
assignments, regular
formal/informal observation,
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class tests & internal
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assessments.
Summative
Assessment
It is final assessment of
the student’s
achievement.
To finally assign the grades.
Carried out monthly,
biannually, annually or at the
end of a semester.
General & broad content
scope.
It include project evaluation,
term examination & final
external examination.
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 Selection
of students
Feedback
Decision of
for students
successor

SCOPE OF
ASSESSMENT/
Certification EVALUATION Feedback
of
competency to teacher

Motivation Incentive
of to
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learning learning
activities

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 CRITERIA FOR SELECTION OF
ASSESSMENT TECHNIQUE/METHOD
1.Congruent with educational
objectives

2. Objectivity

3. Practicability

4.Constructed on wide
curricular content

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 CRITERIA FOR SELECTION OF
ASSESSMENT TECHNIQUE/METHOD

5. Clear & Comprehensive

6. Concise & Precise

7. Relevance

8. Adequate & Appropriate

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 CRITERIA FOR SELECTION OF
ASSESSMENT TECHNIQUE/METHOD

9. Understandability

10. The power of discrimination

11.Validity of assessment
instrument

12.Reliability of assessment in
instrument

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 CLASSIFICATION OF
ASSESSMENT TOOLS AND
TECHNIQUES
Assessment of Knowledge Assessment of Skills
Assessment
of Attitude
Essay type questions Observation checklist Likert attitude
Extended response essay Rating scale scale
Restricted response essay Anecdotal record Semantic
differential scale
Short answer questions Cumulative records
Fill in the blank type Writing clinical
Statement completion assignment
Labelling a diagram Critical incident record
Short answer in 5-10 words Practical examination
Viva voce (Oral
Examination)
Objective type of questions Objective Structured
Multiple choice questions Clinical Examination
Multiple response (OSPE)
questions Objective Structured
Tr1u01/ e12/ &019false questions Practical Examination

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Mwawtwcn. hsuriinngghpatt.yni pe question (OSPE)
 ESSAY TYPE
QUESTIONS

Essay type questions are a test containing

questions requiring the students to
respond in writing. It emphasizes recall
rather than recognition of the correct
alternative.

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 ESSAY TYPE
QUESTIONS
Features of essay type questions:

 Questions are used both as formative

& summative assessments.
 They require a great deal of thought &
planning.
 Students prepare their own answers.
 They evaluate knowledge areas alone.
 No single answer can be considered through
or correct.
 The examinee is permitted freedom of

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response
 ESSAY TYPE
QUESTIONS
ADVANTAGES DISADVANTAGES
• Assess critical-thinking • It difficult & time
skills in learners. consuming to grade the
answer.
• Provide an opportunity to
assess the problem • Evaluation is subjective;
solving & decision making different teachers may
ability in learners. mark the same answer
differently.
• Helps evaluate thinking,
recall, analysis & • There is a scope of lot of
synthesis of facts. subjective biasness.
• Provide very limited scope • These questions provide
of guessing answers. practice in poor or
unpolished writing.

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 SHORT ANSWER
QUESTIONS

SAQ the answer has to be generated and

supplied by the learner rather than chosen

from a number of options provided.

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 SHORT ANSWER
QUESTIONS
Purposes of SAQs
Useful to assess the recall ability
of students.

Used to assess students in a

classroom while a lecture is in
progress.

Useful in formative assessment.

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 SHORT ANSWER
QUESTIONS
ADVANTAGES DISADVANTAGES
Provide the opportunity to They are not particular
cover a much wider suited for testing higher
content of the syllabus. cognitive & noncognitive
outcomes.
Can be administered to a
They can lead to cheating
large group of students within a group of
Useful to assess the students.
recall of information. Difficulties in scoring if
Provide less scope not worded carefully.
for Provide no scope to
guesswork. assess the writing ability.
Require less

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 MULTIPLE CHOICE
QUESTIONS
MCQs are the form of assessment where respondents
are asked to select the best possible answer out of
choices from a list.

Scoring in MCQs is easier as compared to essay type

& short answer type questions but the other side of
the coin is that it is equally difficult to construct good
quality MCQs & there is a high chance of cheating &
guesswork practices.

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 MULTIPLE CHOICE
QUESTIONS
ADVANTAGES DISADVANTAGES
Easy to use & No useful to test highest
administer. level of cognitive domain.
Can cover a large Difficult to construct good
content area of syllabus. MCQs.
Easy to check answers. More suitable format for
High reliability & cheating in students.
validity. Time-consuming process
No scope of subjective to construct good
biasness. MCQs.

Allow more adequate Inappropriate for

measuring skilled

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sampling of content.
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 OBSERVATION
CHECKLIST
A checklist is a simple instrument
consisting prepared list of expected
items of performance or attributes, which
are checked by a evaluator for their
presence or absence.

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 OBSERVATION
CHECKLIST
Characteristics of a Checklist
Observe one respondent at one time.

Clearly specify the characteristics of the behavior to

be observed.

The observer should be trained how to observe

Use checklist only when you are interested in

calculating a particular characteristics

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 OBSERVATION
CHECKLIST
ADVANTAGES DISADVANTAGES
Checklists allow inter- It not indicate quality of
individual comparisons. performance.
They provide a simple Only limited component
method to record can be evaluated.
observations.
They are adaptable to It has limited use in
subject matter areas. qualitative
observations.
They are helpful in
evaluating procedure work. Checklists are not easy
to prepare.
Decreases the chances of
errors in observation.

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 RATING
SCALE
Rating is the term used to express opinion or
judgment regarding some performance of a person,
object, situation & character.

Rating scale refers to a scale with a set of opinion,

which describes varying degree of the
dimensions of an attitude or a phenomenon being
observed.

It could be a 3-point, a 5-point or a 7-point rating

scale

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 RATING
SCALE
Types of Rating Scale
1. Graphic Rating Scale

Nursing Level of Clinical Performance

Personnel in a
ward
1. Ankit Very Active Moderately passive
2. Descriptive Rating active active
Scale 2. Rajesh
3. Priti
4.subha

3. Numerical Rating Scale

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 RATING
SCALE
Common content of appraisal in rating scale

Quantity of Volume of Quality of

Dependability
work work work
• Reliability • Initiative • Judgment • Neatness
• Accuracy • cooperative • Ability • Willingness

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 RATING
SCALE
ADVANTAGES DISADVANTAGES
Rating scale are easy to It is difficult or
administer. dangerous to fix up
It less time-consuming. rating about many
aspects of an
It can be easily used for a individual.
large group.
Misuse can result in a
They are also used for decrease in objectivity.
quantitative methods.
They are used to evaluate
performance & skills &
product outcomes.

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 PRACTICAL
EXAMINATION

Practical examination is concerned with

the assessment of practical performance
skills & practice competency acquired by a
student during the course of a particular
programme.

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 PRACTICAL
EXAMINATION
Purposes of Practical Examination

To assess the practical skills

To assess the development in affect domain

To assess the student’s problem solving skills

To assess the recording & reporting skills

To assess multiple performance task such as
assessment, planning, implementation,
communication

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 PRACTICAL
EXAMINATION
ADVANTAGES DISADVANTAGES

It provide an opportunity It not considered an

to assess the skills & objective method
competency. of assessment.
It provide an opportunity
It time consuming
to the examiner for
assessing the use of process.
compartmentalized It not feasible for large
knowledge. group.
An examiner also get an Sometime it considered
opportunity to assess the
as unethical to expose
communication &
interpersonal skills. patients for examining
students.

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OBJECTIVE STRUCTURED
CLINICAL
EXAMINATION
OSCE is a modern type of examination to
assess clinical skill performance &
competence in skills such as communication,
clinical examination, medical & nursing
procedure/prescription, exercise prescription,
joint mobilization techniques & interpretation
of results.

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OBJECTIVE STRUCTURED
CLINICAL
EXAMINATION
DEFINITION OF OSCE

OSCE is an assessment tool in which the components of

clinical competence such as history taking, physical
examination, simple procedures, interpretation of lab
results, patient management problems, communication,
attitude etc. are tested using agreed check lists &
rotating the student round a number of stations some of
which have observers with checklists.

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OBJECTIVE STRUCTURED
CLINICAL
EXAMINATION
PRACTICAL SKILLS ARE ASSESSED IN NURSING USING OSCE

Interpersonal & communication skills

History Taking skills
Physical Examination
Mental Health Assessment
Clinical decision making & clinical problem solving
Interpretation of clinical findings
Management of a clinical situations
Patient education
Acting safely in an urgent clinical situation

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Basic & advanced nursing care procedure practice
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 OBJECTIVE STRUCTURED
CLINICAL
EXAMINATION
Organizing the OSCE
The OSCE examination consists of about 10-15
stations, each of which requires about 4-5 minutes. The
number of stations & time spent on each station may
vary based on needs of evaluation.
All stations should be capable of being completed in
the same time.
The students are rotated through all stations & have to
move to the next station at the signal.
As the stations are generally independent, students
can
start at any procedure stations & complete the cycle.
Using 15 stations of 4 minutes each, 15 students can

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complete the examination within 1 hour.
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 OBJECTIVE STRUCTURED
CLINICAL
EXAMINATION
Organizing the OSCE
Each station is designed to test a component of clinical
competence.
At some stations, called the procedure stations,
students are given tasks to perform on patients or
simulators. At all such stations there are observers with
agreed upon checklist or rating scales to score the
student’s performance.
At other stations called response stations, students
respond to questions of the objective type or interpret
data or record their findings of the previous procedure
stations.

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 OBJECTIVE STRUCTURED
CLINICAL
EXAMINATION
ADVANTAGES DISADVANTAGES

More valid than the Students knowledge &

traditional approach to skills are tested in
clinical examinations. compartments.
Examiner can decide in Demanding for both
advance what is to be examiners & patients.
tested. Examiners are require to
Examiners can have pay close attention to
better control on students repeating the
the content. same tasks
More reliable. Maintaining uniform
The use of checklist difficulty level is
iners not always
by

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 LIKERT
SCALE
The Likert Scale was named after a psychologist Rensis
Likert, who developed it in 1932 as a psychological
concept measurement scale.

Likert Scale is a composite measurement scale used to

measure attitude, values & feelings of the people that
involve summation of scores on the set of positive &
negative declarative statements regarding measuring
variables to which respondents are asked to indicate
their degree of agreement or disagreement.

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 LIKERT
SCALE
Example of the five-point Likert Scale to assess the attitude
with HIV/AIDS
Please tick (√) in appropriate column for each
statement
Statement
Strongly Strongly
Agree Uncertain Disagree
Agree
Disagree
1. Person with multiple sex
partners are at high risk of
AIDS
2. You can get AIDS by
sharing utensils
3. You may have HIV by
sharing needles with others
4. Only gay men can get
AIDS
5. AIDS is a curable disease.

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 LIKERT
Uses of a LikertSCALE
Scale
It is basically used to measure the
attitudes, values & feelings of the
people about specific concept such
as a situation, people, place, object,
programme, practice, policy & so on.
This scale is used to have quantified
measurement of the qualitative
attributes of people such as feelings,
values & attitude.
It may also be used to assess the
opinion of the people about a
particular abstract concept.

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 LIKERT
Characteristics SCALE
of a Likert
Scale
Psychological

Measurement
tool
Measurement of Illustrative in
the specific number
nature
of scaling
categories

Neutral
Bipolar scaling statements
method

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 LIKERT
SCALE
Scoring of statementsin Likert
Scale
statement
Strongly
Agree
Agree Uncertain Disagree
Strongly

Disagree
(Positive
statement)
1. Person with
multiple sex 5 4 3 2 1
partners are at
high risk of AIDS
(Negative
Statement)
2. You can get AIDS 1 2 3 4 5
by sharing utensils

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 LIKERT
SCALE
ADVANTAGES
It is relatively easy to
construct this scale.
It is considered more
reliable & valid tool to
measure psychological
variables.
It easy to administer.
It is less time
consuming.
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DISADVANTAGES
The respondents may
feel forced to answer the
question.
Difficulty in justifying the
selection of the number
of categories.
Casual approach of
respondents in these
scale may provide
misleading data
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 SEMANTIC DIFFERENTIAL
SCALE
 Semantic differential questions measure people’s
attitude towards stimulus, words, objects & concepts.

 This question type consists of a series of contrasting

adjective pairs (e.g. good-bad, beneficial-harmful) listed
on opposite ends of a bipolar scale.

 Semantic differential scale is a type of rating scale

designed to measure the connotative meaning of
objects, events & concepts. This connotations are used
to derive the attitude of the objects, events &

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concepts.
 SEMANTIC DIFFERENTIAL
SCALE
Example of a Segmantic Differential Scale to assess the attitude
of student nurse towards patient
Experience working with patients
Unpleasant 1 2 3 4 5 6 7 Pleasant
Rude 1 2 3 4 5 6 7 Polite

Cold 1 2 3 4 5 6 7 Warm
Callous 1 2 3 4 5 6 7 Considerate
Inhuman 1 2 3 4 5 6 7 Human

Non 1 2 3 4 5 6 7 Communicative
commun
1 2 3 4 5 6 7 Respectful
icative
Insincere
Disr 1 2 3 4 5 6 7 Friendly
espectin 1 2 3 4 5 6 7

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 SEMANTIC DIFFERENTIAL
SCALE
Adjective pairs used forconstruction of semantic differential
scaleEvaluation Potency Activity
Good – Bad Hard – Soft Active – Passive
Kind – Cruel Strong – Weak Fast – Slow
Wise – Foolish Heavy – Light Hot – Cold
Beautiful – Ugly Deep – Shallow Motivated – Aimless
Happy – Sad Potent – Impotent Moving – Still
Sociable – Unsociable Large – Small Excitable – Calm
Friendly – Unfriendly Simple – Complex Alive – Dead
Willing – Unwilling Difficult – Easy Emotional – Unemotional
Ho1n0/e1s20/ t19– Dishonest Submissive – Assertive Bright –Dim

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 SEMANTIC DIFFERENTIAL
SCALE
ADVANTAGES DISADVANTAGES
o A convenient method to o It is difficult to select the
assess beliefs, attitudes & relevant concepts that
values in quantitative are appropriate for any
form. given investigations.
o Easy to administer. o It is time consuming.
o Provides reasonable,
valid & reliable
quantitative data.

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