CONSTRUCT, ADMINISTER, AND EVALUATE THE TOOLS

INTRODUCTION:

To evaluate means “to ascertain the value or amount of appraisal carefully”. It is concerned with
provision of learning experience, increasing the capabilities to perform certain functions.

DEFINITION:

 Qualitative aspect of determining the outcomes of learning

 Process of ranking with respect to attributes or trait
 Appraising the extent of learning
 Judging effectiveness of educational experience, interpreting and analyzing changes in behavior
 Describing accurately quantity and quality of thing
 Summing up results of measurements or tests giving meaning based on value judgements
 Systematic process of determining the extent to which instructional objectives are achieved

EDUCATIONAL EVALUATION:

 It emphasizes for the development of more adequate technique of assessing a pupil’s growth and
development
 It puts the individual and not the subject in the Centre
 Puts more stress in learning than teaching

PRINCIPLES OF EVALUATION:

 The value of evidence is gained through careful appraisal of teaching – learning process
 It is a continuous process; the teacher should make a plan for evaluation to cover the entire course
 The objectives should be stated in terms of behavior and content
 It determines to what extent the objectives of the course are met or not
 Identify and define the educational objectives for benefit
 Methods of evaluation should be selected on the basis of purpose and type of behavior to be
measured
 Comprehensive evaluation requires variety of evaluation techniques
 Adequacy of experience should be made in terms of excellence and quality of experience

PURPOSES OF EVALUATION:

 Essential for sound educational decision making

 To attain educational goals and ascertain have been reached or not
 For adequate teaching-learning situation
 It clarifies aims of education
 Helps in improvement of curriculum
 Appraise the status and changes in pupil behavior
 Familiarizes the teacher with the nature of pupil learning, development and progress
 It appraises the teacher’s/ supervisor’s competence
 Serves as a method of improvement
 Encourages students learning by measuring their achievement and informing their success
1
  Determine how far the objectives of teaching in particular subject are being realized or to see
whether the teacher’s method and the experiences, which he organizes for children

ASSESSMENT METHODS

1.OBJECTIVE TYPE TEST

INTRODUCTION:

To seek more objective measurement of teaching learning results. A set of standardized stimuli
that elicit samples of behavior. These tests can be used to measure rating modern, application of
principles and different abilities as well as actual knowledge depending on the way they are prepared.

Objective test questions are those that require a specific answer. An objective question usually has
only one potential correct answer (although there may be some room for answers that are close), and
they leave no room for opinion. Objective test questions differ from subjective test questions, which
have more than one potential correct answer and sometimes have room for a justified opinion.

Objective test questions may be constructed as a list of possible answers, requiring the students to
recognize the correct one from the list. These questions include matching, true/false, and multiple
choice. Other objective test questions, like fill-in-the-blank questions, require that the student recall the
correct answer from memory.

MEANING:
Simply, an objective type test is one which is free from any subjective bias either from the tester
or the marker. It 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 and that demands an objective
judgement when it is scored.

DEFINITION:

Objective test items are items that can be objectively scored items on which persons select a
response from a list of options. - W. Wiersma

Objective test items require students to work or select a correct or best answer. These items are
called objectives.

CHARACTERISTICS:

Objective-type tests have two characteristics

 They are pin-pointed, definite and so clear that a single, definite answer is expected.
 They ensure perfect objectivity in scoring. The scoring will not vary from examiner to
examiner.

2
MERITS:

1. Objective type test gives scope for wider sampling of the content.
2. It can be scored objectively and easily. The scoring will not vary from time to time or from examiner
to examiner.
3. This test reduces (a) the role of luck and (b) cramming of expected questions. As a result, there is
greater reliability and better content validity.
4. This type of question has greater motivational value.
5. It possesses economy of time, for it takes less time to answer than an essay test. Comparatively,
many test items can be presented to students. It also saves a lot of time of the scorer.
6. It eliminates extraneous (irrelevant) factors such as speed of writing, fluency of expression, literary
style, good handwriting, neatness, etc.
7. It measures the higher mental processes of understanding, application, analysis, prediction and
interpretation.
8. It permits stencil, machine or clerical scoring. Thus scoring is very easy.
9. Linguistic ability is not required.

LIMITAIONS:

1. Objectives like ability to organize matter, ability to present matter logically and in a coherent
fashion, etc., cannot be evaluated.
2. Guessing is possible. No doubt the chances of success may be reduced by the inclusion of a large
number of items.
3. If a respondent marks all responses as correct, the result may be misleading.
4. Construction of the objective test items is difficult while answering them is quite easy.
5. They demand more of analysis than synthesis.
6. Linguistic ability of the testee is not at all tested.
7. Printing cost considerably greater than that of an essay test.

GUIDELINES FOR CONSTRUCTING BETTER OBJECTIVE TEST:

To be a good item writer, one should have:

a) A thorough understanding of the subject matter;
b) A thorough understanding of the pupils tested;
c) Perseverance; and
d) A little creativity to prepare fertile kind of items.

It is of paramount importance for him to be cognizant of the pitfalls involved in writing objective type
test items.

EXAMPLE FOR OBJECTIVE TYPE TEST:

Instruction: Read the following questions and choose the correct answer.

1. Delusion in clear consciousness are seen in:

a. Dementia

3
 b. Delirium
c. Schizophrenia
d. Neurosis

Ans: c

2. Impaired consciousness, visual hallucination, hyperactivity and fragmentary delusions are:

a. Delirium
b. Dementia
c. Paranoid psychosis
d. Schizophrenia
Ans: a
3. Dementia is seen in all except:
a. Schizophrenia
b. Head injury
c. Huntington’s chorea
d. Cannabis
Ans: c
4. Common cause of mood congruent delusion is:
a. Schizophrenia
b. Paraphrenia
c. Paranoia
d. Depression
Ans: d
5. IQ is:
a. Mental age/ chronological x 100
b. CA/MA x 100
c. MA+CA/CA x 100
d. MA+CA/CA x 100
Ans: a

6. Which is not a feature of hyperkinetic child

a. Low IQ
b. Low attention span
c. Right to left dissociation
d. Amphetamine is drug of choice
Ans:c
7. Who introduced cocaine in psychiatry:
a. Freud
b. Jung
c. Miller
d. Stanley
Ans: a
8. Which of the following is a mature defense mechanism:
4
 a. Projection
b. Reaction formation
c. Anticipation
d. Denial
Ans: a
9. Most common cause of mood congruent delusion is:
a. Schizophrenia
b. Mania
c. OCN
d. Dementia
Ans: b
10. The most common post-partum psychosis is:
a. Mania
b. Depression
c. Dementia
d. Schizophrenia
Ans: b

2. ESSAY TYPE TEST

INTRODUCTION:

It is a test containing questions requiring the student to respond in writing.

The essay tests are still commonly used tools of evaluation, despite the increasingly wider
applicability of the short answer and objective type questions.
There are certain outcomes of learning (e.g., organizing, summarizing, integrating ideas and
expressing in one’s own way) which cannot be satisfactorily measured through objective type tests. The
importance of essay tests lies in the measurement of such instructional outcomes.
An essay test may give full freedom to the students to write any number of pages. The required
response may vary in length. An essay type question requires the pupil to plan his own answer and to
explain it in his own words. The pupil exercises considerable freedom to select, organize and present his
ideas. Essay type tests provide a better indication of pupil’s real achievement in learning. The answers
provide a clue to nature and quality of the pupil’s thought process.
That is, we can assess how the pupil presents his ideas (whether his manner of presentation is
coherent, logical and systematic) and how he concludes. In other words, the answer of the pupil reveals
the structure, dynamics and functioning of pupil’s mental life.
The essay questions are generally thought to be the traditional type of questions which demand
lengthy answers. They are not amenable to objective scoring as they give scope for halo-effect, inter-
examiner variability and intra-examiner variability in scoring. The student can prepare his own answers
and his handwriting, spellings, neatness, organization are also considered in scoring.

DEFINITION:
An examination question that requires an answer in a sentence, paragraph, or short composition

5
TYPES:
There can be many types of essay tests: Some of these are given below with examples from different
subjects:
1. Selective Recall.
E.g. what was the religious policy of Akbar?
2. Evaluative Recall.
Why did the First War of Independence in 1857 fail?
3. Comparison of two things—on a single designated basis.
E.g. compare the contributions made by Dalton and Bohr to Atomic theory.
4. Comparison of two things—in general.
Compare Early Vedic Age with the Later Vedic Age.
5. Decision—for or against.
E.g. Which type of examination do you think is more reliable? Oral or Written. Why?
6. Causes or effects.
Discuss the effects of environmental pollution on our lives.
7. Explanation of the use or exact meaning of some phrase in a passage or a sentence.
e.g., Joint Stock Company is an artificial person. Explain ‘artificial person’ bringing out the
concepts of Joint Stock Company.
8. Summary of some unit of the text or of some article.
9. Analysis
e.g. What was the role played by Mahatma Gandhi in India’s freedom struggle?
10. Statement of relationship.
e.g. Why is knowledge of Botany helpful in studying agriculture?
11. Illustration or examples (your own) of principles in science, language, etc.
e.g. Illustrate the correct use of subject-verb position in an interrogative sentence.
12. Classification.
e.g. Classify the following into Physical change and Chemical change with explanation. Water
changes to vapour; Sulphuric Acid and Sodium Hydroxide react to produce Sodium Sulphate and
Water; Rusting of Iron; Melting of Ice.
13. Application of rules or principles in given situations.
e.g. If you sat halfway between the middle and one end of a sea-saw, would a person sitting on the
other end have to be heavier or lighter than you in order to make the sea-saw balance in the middle.
Why?
14. Discussion
e.g. Partnership is a relationship between persons who have agreed to share the profits of a business
carried on by all or any of them acting for all. Discuss the essentials of partnership on the basis of
this partnership.
15. Criticism—as to the adequacy, correctness, or relevance—of a printed statement or a classmate’s
answer to a question on the lesson.
e.g. What is the wrong with the following statement? The Prime Minister is the sovereign Head of
State in India.
16. Outline.

6
 e.g. Outline the steps required in computing the compound interest if the principal amount, rate of
interest and time period are given as P, R and T respectively.
17. Reorganization of facts.
e.g. The student is asked to interview some persons and find out their opinion on the role of UN in
world peace. In the light of data thus collected he/she can reorganize what is given in the text book.
18. Formulation of questions-problems and questions raised.
e.g. After reading a lesson the pupils are asked to raise related problems- questions.
19. New methods of procedure.
e.g. Can you solve this mathematical problem by using another method?

ADVANTAGES:

a. 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.
b. It is the only means that can assess an examinee’s ability to organize and present his ideas in a
logical and coherent fashion.
c. It can be successfully employed for practically all the school subjects.
d. Some of the objectives such as ability to organize idea effectively, ability to criticize or justify a
statement, ability to interpret, etc., can be best measured by this type of test.
e. Logical thinking and critical reasoning, systematic presentation, etc. can be best developed by this
type of test.
f. It helps to induce good study habits such as making outlines and summaries, organizing the
arguments for and against, etc.
g. The students can show their initiative, the originality of their thought and the fertility of their
imagination as they are permitted freedom of response.
h. The responses of the students need not be completely right or wrong. All degrees of
comprehensiveness and accuracy are possible.
i. It largely eliminates guessing.
j. They are valuable in testing the functional knowledge and power of expression of the pupil.

LIMITATIONS:

 One of the serious limitations of the essay tests is that these tests do not give scope for larger
sampling of the content. You cannot sample the course content so well with six lengthy essay
questions as you can with 60 multiple-choice test items.
 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.
 The long-answer type questions are less valid and less reliable, and as such they have little
predictive value.
 It requires an excessive time on the part of students to write; while assessing, reading essays is
very time-consuming and laborious.
7
  It can be assessed only by a teacher or competent professionals.
 Improper and ambiguous wording handicaps both the students and values.
 Mood of the examiner affects the scoring of answer scripts.
 There is halo effect-biased judgement by previous impressions.
 The scores may be affected by his personal bias or partiality for a particular point of view, his
way of understanding the question, his weightage to different aspect of the answer, favoritism and
nepotism, etc.
Thus, the potential disadvantages of essay type questions are:

 Poor predictive validity,

 Limited content sampling,
 Scores unreliability, and
 Scoring constraints.

Suggestions for Improving Essay Tests:

The teacher can sometimes, through essay tests, gain improved insight into a student’s abilities,
difficulties and ways of thinking and thus have a basis for guiding his/her learning.

(A) White Framing Questions:

1. A. Give adequate time and thought to the preparation of essay questions, so that they can be re-
examined, revised and edited before they are used. This would increase the validity of the test.

B. The item should be so written that it will elicit the type of behavior the teacher wants to
measure. If one is interested in measuring understanding, he should not ask a question that will
elicit an opinion; e.g.,“What do you think of Buddhism in comparison to Jainism?”

2. Use words which themselves give directions e.g. define, illustrate, outline, select, classify,
summaries, etc., instead of discuss, comment, explain, etc.
3. Give specific directions to students to elicit the desired response.
4. Indicate clearly the value of the question and the time suggested for answering it.
5. Do not provide optional questions in an essay test because—
i. It is difficult to construct questions of equal difficulty;
ii. Students do not have the ability to select those questions which they will answer best;
iii. A good student may be penalized because he is challenged by the more difficult and complex
questions.
6. Prepare and use a relatively large number of questions requiring short answers rather than just a
few questions involving long answers.
7. Do not start essay questions with such words as list, who, what, whether. If we begin the questions
with such words, they are likely to be short-answer question and not essay questions, as we have
defined the term.
8. Adapt the length of the response and complexity of the question and answer to the maturity level of
the students.
9. The wording of the questions should be clear and unambiguous.

8
 10. It should be a power test rather than a speed test. Allow a liberal time limit so that the essay test
does not become a test of speed in writing.
11. Supply the necessary training to the students in writing essay tests.
12. Questions should be graded from simple to complex so that all the testees can answer at least a few
questions.
13. Essay questions should provide value points and marking schemes.

(B) While Scoring Questions:

1) Prepare a marking scheme, suggesting the best possible answer and the weightage given to the
various points of this model answer. Decide in advance which factors will be considered in
evaluating an essay response.
2) While assessing the essay response, one must
3) Use appropriate methods to minimize bias;
4) Pay attention only to the significant and relevant aspects of the answer;
5) Be careful not to let personal idiosyncrasies affect assessment;
6) Apply a uniform standard to all the papers.
7) The examinee’s identity should be concealed from the scorer. By this we can avoid the “halo
effect” or “biasness” which may affect the scoring.
8) Check your marking scheme against actual responses.
9) Once the assessment has begun, the standard should not be changed, nor should it vary from paper
to paper or reader to reader. Be consistent in your assessment.
10) Grade only one question at a time for all papers. This will help you in minimizing the halo effect in
becoming thoroughly familiar with just one set of scoring criteria and in concentrating completely
on them.
11) The mechanics of expression (legibility, spelling, punctuation, grammar) should be judged
separately from what the student writes, i.e. the subject matter content.
12) If possible, have two independent readings of the test and use the average as the final score.

EXAMPLE OF ESSAY TYPE TEST:

M.Sc. (Nursing) DEGREE EXAMINATION

(Regulations for candidates admitted from 2011-2012 Sessions onwards)
FIRST YEAR PAPER I – NURSING EDUCATION
Q.P. Code: 302321
Time: Three Hours Maximum: 75 Marks

I. Elaborate on: (2 x 20 = 40)

1. Discuss the standardized and non-standardized tests used in nursing education.
2. Define Audio-visual Aids. Classify and explain projected Aids.

II. Write notes on: ( 7 x 5 = 35)

1. Define philosophy and write its implication in Nursing.
2. Computer assisted learning.

9
 3. Unit planning.
4. Qualities of a good counselor.
5. Difference between guidance and counseling.
6. Accreditation in Nursing Education Programs.
7. Trends in nursing education.

3. OBSERVATION CHECK LIST

INTRODUCTION:
The observation checklist is the most commonly used in instruments for performance evaluation.
A checklist enables the observer to note only whether a trait is present or not. It consists of a listing of
steps activities or behaviors the observer records when an incident occurs. The observer has to judge
whether a certain behavior has taken place. Checklist is basically a method of recording whether a
particularly characteristics is present or not or whether an action had been taken or not. This provides a
simple ‘yes’ or ‘no’ judgement. In nursing, checklist is an important assessment tool used for evaluating
the performance skills.

DEFINITION:
A checklist is a simple instrument consisting prepared list of expected items of performance or
attribute, which are checked by an evaluator in their presence.
or
Checklists are constructed by breaking of a performance and the quality of a product, which
specifies the presence or absence of an attribute or trait which is then checked by the rate/ observer.
or
A checklist consists of a listing of steps, activities or behavior which the observer records when an
incident occurs.

TYPES:

Checklists can be divided into two types:

1. Read and verify,

2. Read and do

Read and verify checklists are used for normal procedures. Normal procedure means anything that is
done consistently and repeatedly on a routine basis, most often from memory.

Read and do checklists are used in situations that are more critical, such as rapidly changing scenarios,
critical events, abnormalities and emergencies.

CONSTRUCTION OF CHECKLIST:

While constructing or preparing checklist, the following should be kept in mind,

 Express each item in clear, simple language

10
  An intensive survey of literature should be made to determine the type of checklist to be used in
a particular assessment/ evaluation
 The list of items in the checklist may be continuous or divided into group of related items
 These lists of items are formulated on the basis of the judgement of experts and each item is
evaluated with respect to the number of favorable and unfavorable responses.
 Avoid negative statements whenever possible
 Avoid lifting statements verbatim from the text
 Ensure that each has a clear response: yes, or no, or true or false.
 Review the items independently
 Checklist must have the quality of completeness and comprehensiveness.

ADVANTAGES:

 It is highly objective, structured, reliable, and valid tool of assessment

 Checklist is adaptable to most subject areas
 It is easy to construct
 Students can be directly observed in a uniform manner using the checklist.
 Checklist provides inter individual comparison on a common set of traits or characteristics.

DISADVANTAGES:

 Checklist do not indicate quality of performance so the usefulness of checklist is limited

 Only a limited component of overall clinical performance so the usefulness of checklist is
limited
 Only the presence or absence of an attribute, behavior or performance parameter may be
assessed. However, the degree of accuracy of performance can be assessed
 It has limited use in qualitative observation
 Checklist are not easy to prepare.

EXAMPLE FOR OBSERVATION CHECK LIST:

CHECKLIST FOR ADMINISTRATION OF INTRAVENOUS INJECTION

Name of the student:

Date:

Ward:

S.N STEPS OF PROCEDURE YES NO

11
 I Preliminary assessment:

 Identify patient
 Check the physician’s order for injection
 Check the form of medication available and correct
method of administration
 Check the site of injection

II Environment preparation

III Patient preparation

 Explain the procedure to the patient

 Give comfortable position to the patient
 Provide privacy to the patient if necessary

IV Self-preparation

V Article preparation

VI Procedure:

 Wash hands
 Recheck the order, medicine card with the label of the
medicine and expiry date
 Prepare the medicine
 Carry medicine to the client
 Check the presence of cannula
 Clean the site of cannula
 Open the hub
 Give the medication slowly by pushing the piston
 Close the hub

VII Termination of procedure

VIII Termination of articles

IX Record the procedure

Comments:

Signature of Evaluator: Signature of Student:

12
Date: Date:

4. RATING SCALES

INTRODUCTION:

Rating scales allow teachers to indicate the degree or frequency of the behaviors, skills and
strategies displayed by the learner. To continue the light switch analogy, a rating scale is like a dimmer
switch that provides for a range of performance levels. Rating scales state the criteria and provide three
or four response selections to describe the quality or frequency of student work.

Teachers can use rating scales to record observations and students can use them as self-
assessment tools. Teaching students to use descriptive words, such
as always, usually, sometimes and never helps them pinpoint specific strengths and needs. Rating scales
also give students information for setting goals and improving performance. In a rating scale, the
descriptive word is more important than the related number. The more precise and descriptive the words
for each scale point, the more reliable the tool.

Effective rating scales use descriptors with clearly understood measures, such as frequency.
Scales that rely on subjective descriptors of quality, such as fair, good or excellent, are less effective
because the single adjective does not contain enough information on what criteria are indicated at each
of these points on the scale.

In Nursing Education:
Rating scales are used in nursing education for the rating of skill in performance and for the rating of
personality traits. The rating scale should contain descriptions of performance and behavior that are
expected from an average student and so on.
Rating is a term used to express an opinion or judgement regarding some situation, object or character in
qualitative or quantitative terms. Opinions are expressed on scale of values.

EXAMPLES:
Three-point, five-point, and seven-point scales are all included in the umbrella term “rating
scale”. A rating scale provides more than two options, in which the respondent can answer in neutrality
over a question being asked.
1. Three-point Scales

 Good - Fair – Poor

 Agree – Undecided - Disagree

 Extremely- Moderately - Not at all

 Too much - About right - Too little

2. Five-point Scales (e.g. Likert Scale)

 Strongly Agree – Agree – Undecided / Neutral - Disagree - Strongly Disagree

13
  Always – Often – Sometimes – Seldom – Never

 Extremely – Very - Moderately – Slightly - Not at all

 Excellent - Above Average – Average - Below Average - Very Poor

3. Seven-point Scales

 Exceptional – Excellent – Very Good – Good – Fair – Poor – Very Poor

 Very satisfied - Moderately satisfied - Slightly satisfied – Neutral - Slightly dissatisfied -

Moderately Dissatisfied- Very dissatisfied

ADVANTAGES:

 Rating scale questions are easy to understand and implement.

 Offers a comparative analysis of quantitative data within the target sample for researchers to
make well-informed decisions.

 Using graphic rating scales, it is easy for researchers to create surveys as they consume the least
time to configure.

 Abundant information can be collected and analyzed using a rating scale.

 The analysis of answer received for rating scale questions is quick and less time-consuming

EXAMPLE OF RATING SCALE:

5. OBJECTIVE STRUCTURED CLINICAL EXAMINATION(OSCE) /

OBJECTIVE STRUCTURED PRACTICAL EXAMINATION(OSPE)

INTRODUCTION:

14
 The traditional system of practical examinations in nursing consist of either assessing procedure to a
student or a patient for identifying the needs and the problems. This depends upon student’s ability and
availability of the patient for the particular procedure.

STEPS OF OSCE/OSPE:

 Demonstrate practical skill

 Make accurate observations
 Analyze and interpret data
 Identify the patient problem
 Plan the alternative nursing interventions

TYPES OF STATIONS:

 Procedure station
 The question station/ the response station

SCORING OF STUDENT:

 Make a checklist
 Observe the student performance
 Fulfilment of requirement of examination
 Fulfilment of objective of examinations

PROBLEMS IN CONDUCTING OSCE/OSPE:

 Non availability of many faculty members

 Lack of enthusiasm of the teachers to try out new methods
 Students apprehension for having to learn even the smallest detail of the subject
 Lack of physical facilities and cooperation in clinical settings
 Controversies over the evaluation criteria.

ADVANTAGES OF OSCE/OSPE:

 It is more objective, reliable, and valid than the traditional system of examination
 All students are subjected to some of the standardized tests
 Emphasis is shifted from testing of actual knowledge to testing o skills, that too in a short time
 It helps to ensure a wild coverage of the practical skills
 Ensure the interaction of teaching and learn

LIMITATIONS OF OSCE/OSPE:

o The stimulated situation may not reflect the real life situation
o Students cannot be assessed for different skill, in handling equipment
o Empathy towards the patients cannot be evaluated
o The skills of the students in providing holistic nursing care cannot be assessed
o It may be time consuming to construct an OSPE.
o There is a risk of fatigue.

15
STRATEGIES TO OVERCOME:

 Training the faculty member in using OSCE/OSPE

 Preparation of the students from the beginning of the course for this type of examination
 Proper communication with the administration of the clinical areas regarding OSCE
 Ensuring the reliability and validity of the evaluation criteria
 Adequate planning and organizing of the whole exercise

EXAMPLE FOR OSCE/OSPE:

OSPE:

SL.NO SPECIFIC TASK MAX ROLL NO OF THE CANDIDATE

MARKS
1 2 3 4 5 6 7 8 9 10 11 12 13

1 Great and introduce to the patient 0.5

2 Pre- ECT checklist (any 8 points) 4

1. Informed consent
2. Assess vital signs
3. NPO (6-8 hrs)
4. Withhold night drugs
5. Head shampooing
6. Remove jewellery, dentures, etc.
7. Remove tight clothing
8. Empty bladder and bowel just
before ECT
9. Pre-ECT medication

3 Thank the patient 0.5

OSCE:

PROCEDURE SKILL- Oral Medication

Sl. Steps Register Number
Mark

No

1 Check physicians order 1

2 Assess the condition of the 1

patient (ability to swallow)
3 Arrange the needed articles 2

4 Prepare the medication card 1

5 Wash Hands 1

6 Prepare medication and 2

arrange the tray

7 Follow three checks of 2

medication administration

16
 8 Explain the procedure to 2
the patient

9 Assist the patient to sitting / 1

side lying position
10 Spread the towel across the 1
chest
11 Give glass of water to the 1
client and give tablet one at
a time
12 Stay with the patient until 1
he swallow the medication
13 Assist the patient to the 1
comfortable position
14 Replace the articles 1

15 Record: Date, Time, Name 2

of medication, Dose, Route,
and Signature
20
Total

Signature of the examiner

6. ANECDOTAL RECORDS

INTRODUCTION:

Anecdotal or progress notes are objective written a descriptions of observed student performance
or behavior. They are the factual description of the meaningful incidents and events that the teacher has
observed while dealing with the students. It is also used for describing as nurse’s experience with a
person or group especially in the clinical setting. Each incident should be written down shortly after it
happens.

Anecdotal records can be defined as a brief description of an observed behavior that appears
significant for evaluation purposes. It is a factual record of an observation of a single specific,
significant incident of the behavior of a student.

DEFINITION:

Anecdotal records is a record of some significant item of conduct, a record of an episode in the life of
students, a word picture of the student in action, a word snapshot at the moment of the incident, any
narration of events in which may be significant about his personality.

17
CHARACTERISTICS:

 It is a factual recording only of the actual event, incident or observation, uncolored by the
feelings, interpretations or biases of the observer
 It is a record of only one incident
 It is a record of an incident which is considered important and significant in the growth and
development of the student
 It should include:
o A description of a particular occasion
o A delineation of the behavior noted, indicating who, what, why, when, where and how
o The evaluator’s opinion or estimate of the incident or behavior

PURPOSES:

 To stimulate the teacher to look for information

 To understand individual basic personality pattern and his reaction indifferent situations
 The teacher is able to understand her pupil in a realistic manner
 It provides an opportunity for health pupil teacher relationship
 Help the student to improve their behavior, as it is a direct feedback to an entire observed
incident
 Can be used by student for self-appraisal and peer assessment

BASIC ELEMENTS OF ANECDOTAL RECORDS:

o Students name, class, and section

o Date of observation
o Name of observer
o Setting of background of the information
o Incident
o Signature of the observer
o Interpretation of behavior and recommendations concerning behavior

MERITS:

 These records help in clinical service practices

 If properly used, they provide a factual record of out. Observation of a simple, significant
incident in the student behavior
 They stimulate teacher to use the records and contribute to them
 They record critical incidents of spontaneous behavior in natural setting
 They provide the teacher with objective description
 They are very good for young children, who are unable to use paper- pencil test

18
  They direct the teacher’s attention to a single student
 They provide cumulative record of growth and developments
 They can be used by the counselor as source information for giving evidence
 They provide specific and exact description personality and minimizes generalizations
 They provide more complete descriptions of behavior or better suited to understanding and
guiding students than the other observational tools available
 They can be used as a supplement to quantitative data
 The new members may use these records and acquaint themselves with the students

DEMERITS:

 They tend to be less reliable than other observational tools as they tend to be less formal and
systematic
 They are time consuming to write
 It is difficult for the observer to maintained objectivity when he/she records the incident
observed
 When incidents are noted and read out of context they may lose their meaning
 The observer tends to record only undesirable incident and neglect the positive incident
 They present only a verbal description of the incident. They do not reveal causes. Although, the
anecdotal records have certain limitation, it is possible to make anecdotal records effective by
keeping following principle in the minds of the observers.

EXAMPLE FOR ANECDOTAL RECORDS:

ANECDOTAL REPORT:

Observer: Observation Date:

Observation Time:

Student Name:

Year and Section:

Description of the incident:

---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------

19
 Description of the location/ setting:

---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------

Notes/ Recommendations/Actions:

---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

-------------------------------------------

Signature

ANECDOTAL OBSERVATION

Observer: Observation Date:

Class activity: Observation Time:

BEHAVIOR OBSERVATION
WILLINGNESS TO FOLLOW
DIRECTIONS
MOTIVATION

COOPERATION

COMMUNICATION WITH OTHERS

USE OF TIME

ABILITY TO WORK
INDEPENDENTLY

Signature of observer:

-----------------------------------------------------------------------------------------------------------------------------
-

CONCLUSION:

The purpose of educational evaluation is to improve and sustain solid teaching and learning
strategies in the classroom. Therefore, it may consider designing courses around such questions and

20
problems so that students’ intellectual interests are stimulated, instead of simply presenting information
to them.

This is the only way of determining a child’s success in education. Learners benefit from the
process in three ways, formulation of learning objectives, design of learning experiences, and
assessment of their performance. It is also very useful to improve teaching.

REFERENCES:

1. Sankaranarayanan (2009) “LEARNING AND TEACHING NURSING” 3 rd edition, brimful

publications (p) ltd. Page.no: 167-169.
2. Suresh. K. Sharma (2000) “COMMUNIACTION AND EDUCATION TECHNOLOGY IN
NURSING”, 2nd edition, Reed Elsevier publications (p) ltd, Page.no: 217, 376-377, 388-390
3. Raj Bhaskara Elakkuvana D., Bhaskara Nima, Textbook of Nursing Education, 2 nd edition,
EMMESS, Bangalore, Page no:230
4. Sodhi KJ, Comprehensive Textbook of Nursing Education, 2nd edition, New Delhi, Jaypee
brothers medical publishers, (2022), Page no:220-221
5. https://www.nursingtimes.net/roles/nurse-educators/the-objective-structured-clinical-
examination/5074066.article
6. https://www.nursingpath.in/2019/01/objective-structured-practical.html.
7. https://www.scribd.com/document/521347265/Evaluation-Tools
8. https://www.scribd.com/document/402141979/OBSERVATION-CHECKLIST-docx
9. https://www.scribd.com/document/447285994/osce
10. https://www.scribd.com/document/558581588/assignment-on-standardized-and-non-
standardized-tool-2s-by-kamini-c2
11. https://www.scribd.com/document/428061502/Anecdotal-Records

21