ASSESSMENT & EVALUATION 4.

APPLICATION CARDS
➢ the learners are asked to note
down on an index card one
EVALUATION - is the act of considering or
possible application of any
examining something, like the teaching
principle, theory, or new
and the learning process in healthcare
information that has been
education, in order to judge the value,
recently taught by the instructor
quality or importance of a thing or an
endeavor.
EVALUATION OF STUDENT LEARNING
ASSESSMENT - Is to designed to help the 1) MULTIPLE-CHOICE QUESTIONS
teacher find out how much and how well
➢ are most commonly used in
the students are learning
nursing licensure and certification
examinations because they are
often easy to score manually and
Factors which make evaluation of
by computer
student learning quite difficult:
a. Test for Comprehension
1. Differences that exist between
simulated setting where mistakes (Example) As a nurse educator conducting
are allowed; and reality setting health education classes among a group
where a mistake may be fatal. of no read, no write peasants, what
percentage of your teachings will be
2. Time that has lapsed between
remembered if you ask them to actually
practice in the simulated setting in
perform the proper way of washing their
the nursing laboratory and the
hands after using pesticides?
actual performance in the clinical
area. a. 10% d. 30%
b. 70% e. 20%
TECHNIQUES OF ASSESSMENT c. 90% f. 50%
1. ONE MINUTE PAPER
➢ used during the last 3 minutes of b. Test for Application
the class where the teacher asks
(Example) The best site for
the learners to write down in one
administering Vitamin K injection to a
half sheet of paper the answers
newborn is in:
to 2 questions
a. gluteus minimus
2. MUDDIEST POINT
b. gluteus maximus
➢ is very easy and quick to use
where the teacher asks, “What c. deltoid muscle
was the muddiest point (most
d. vastus lateralis
unclear) point in today’s lesson?
3. DIRECTED PARAPHRASING
c. Test for Evaluation
➢ is a technique that requires
students to “state in their own (Example) An orthopneic
words” what they just learned patient is placed in high fowler’s position.
What data would indicate the need to
reassess the situation and maybe 7. Place options in logical order
reposition the patient? like ascending or descending
order or alphabetical order for
a. coughing and expectoration
single-word items.
b. inability to rest
8. Avoid the use of qualifying
c. decreased use of the accessory muscles terms – like all, always, and
never usually indicate negative
d. increased chest expansion
statements and sometimes,
usually, often and generally
are often found in true
Parts of an MCQuestion:
statements
a. Stem – is the question itself; can
9. Avoid setting “patterns” for
be worded as a:
answers
i. Question:
ii. Incomplete statement
2) TRUE-FALSE QUESTIONS
b. Options – possible answers or
➢ test the lowest levels of learning
solutions
which are knowledge and
i. answer – the correct comprehension and have limited
option use for nursing exams but can be
used to test patient learning or
ii. Distracters – the incorrect
ancillary staff learning
options
a. Word or express the
statement
Guidelines in Answering MCQ Types:
b. Test item should contain
1. Avoid negatively stated stems only one idea
because they make the
c. Avoid use of qualifiers like
question more confusing.
always, never…..
2. When using the word “except”
d. Introduce variations
it should be in upperance OR
(modifications) of true or
underlined: like EXCEPT or
false
except
3. “All of the above” or “none of
the above” should be used 3) MATCHING QUESTIONS
sparingly
➢ are the lowest level of knowing
4. It is better to use only three which test knowledge, specifically
options than include nonsense recall of the relationships
distracter between two things such as dates
and events, structures and
5. Options should be
functions, terms and their
grammatically consistent with
definitions.
the stem
6. Options should be fairly short
and of the same length 4) ESSAY TYPE QUESTIONS
 ➢ Test the highest levels of knowing 2. Content Evaluation
but are used sparingly because
3. Outcome Evaluation
they are time consuming to
answer as far as students are 4. Impact Evaluation
concerned and time consuming
5. Program Evaluation
to score

EVALUATION OF STUDENT LEARNING

Two approaches in scoring essay

questions include:
a. Point method (also called analytic
method)
➢ The instructor makes a list
of the elements that must
be included and assigns
points
b. Rubric method
➢ Includes qualitative rating
scale and is known as the
holistic method of scoring

EVALUATION OF PATIENT LEARNING

☆ There is a change in health-

related behaviors and how these
are applied

☆ Testing psychomotor skills would

basically require a return
demonstration

☆ Another technique is interviewing

the patient through discussion
and questioning

EVALUATION IN HEALTHCARE
EDUCATION

There are 5 types of evaluation:

(Roberta Abruzzese [RSA] Evaluation
Model)
1. Process (Formative) Evaluation
 3. Age – as more of our population live
Approaches in Teaching longer, it is increasingly the aged who
are our clients
APPROACH- is a general plan or scheme
to achieve an objective 4. Education Level and Health Status
─ The more educated the client is,
the one who seeks treatment
Two Traditional Approaches to Teaching:
earlier in the disease process, and
1. Inductive Approach the less educated client is sicker.

5. Socioeconomic Level – impact on

Inductive Reasoning – is a way of learning has more to do with being
thinking from specific observations to able to use the information being
more general rules taught rather than the process of
learning

2. Deductive Approach
a. Begins with general statements to THE DETERMINANTS OF LEARNING:
specific statements 1. Learning needs – what the learner
b. Solving a problem or difficulty is needs to learn
done by applying to its 2. Learning readiness – when the
generalization that has already learner is receptive to learning
been formed
3. Learning style – how the learner best
learns
Inductive Method- trains the student to
think logically
Learning Needs
- are gaps in knowledge that exist
Deductive Method – trains him to between a desired level of
postpone judgment until further performance and the actual level
verification is done of performance

CHARACTERISTICS OF THE LEARNER Steps in the Assessment of the Learning

Needs:
1. Culture / Ethnicity 1. Identify the learner
CULTURE – is defined as invisible patterns 2. Choose the right setting
that form the normal ways of acting,
feeling, judging, perceiving and 3. Collect data on the learner
organizing the world 4. Include the learner as a source of
information
2. Literacy – the client’s ability to read
5. Include members of the
and understand what is being read is
healthcare team
an essential component of learning
 6. Determine availability of • They look at broad categories
educational resources first before going into details;
they think deductively
7. Assess demands of the
organization b. Analytic Thinkers – think logically
and objectively, looking at the
8. Consider time-management issues
detail first
9. Prioritize needs

2. Verbal vs. visual Representation

Criteria for Prioritizing Learning Needs:
a. People with verbal approach
1. Mandatory – learning needs that represent in their minds what
must be immediately met since they they read, see or hear as in terms
are life-threatening or are needed for of words or verbal associations
survival
b. People with visual approach
2. Desirable – learning needs that must experience in their minds what
be met to promote well-being and are they read, see or hear as mental
not life- dependent pictures or images

3. Possible – “nice to know” learning

needs which are not directly related LEARNING STYLE MODELS
to daily activities ➢ Two of the most commonly used
learning style models that are
LEARNING STYLES frequently used in nursing are:

─ indicate how people learn in

1. David Kolb’s Cycle of Learning (1984)
uniquely different ways:
a. Also known as Cycle of Learning
b. Believes that the learner is not a
1. Some are global (holistic) thinkers
blank slate unlike the theory of
and some are analytic
tabula rasa by John Locke but that
2. Some learn better from auditory the learner already has
sources than from visual stimuli preconceived or predetermined
ideas
3. Some learn better when with the
group than independently or
alone
Kolb’s Theory of Experiential Learning
➢ Depicts a four-stage cycle or four
Basic Concepts of Cognitive Styles modes of learning which reflect
two major dimensions of
1. Holistic vs. Analytic Thinking
perception or awareness of
a. Holistic (global) Thinkers stimuli and processing or dealing
with the information.
• look at the global or big
picture immediately and are Kolb’s Theory of Experiential Learning
interested in the “gist” of
1. Concrete Experience (CE) Abilities -
things, the essence, or the
learning from actual experience
general idea
2. Reflective Observation (RO) Abilities person, the environment, and the
- learning by observing others behavior itself
3. Abstract Conceptualization (AC) Self-Efficacy Theory
Abilities- creating theories to explain
➢ has been presented as a means by
what is seen
which behavior can be predicted
4. Active Experimentation (AE) abilities or explained
- using theories to solve problems
➢ proposes that behavior change
occurs because of the
expectations or expected result of
2. Anthony Gregorc’s Cognitive Styles
the new behavior and one’s belief
Model (1982)
about his or her ability to
➢ Gregorc has identified four sets of perform a specific behavior in a
dualities (situations that consist of specific situation
two parts that are complementary
or opposed to each other).
4 Sources from which a Person’s
➢ The mind has the mediation Degree of Efficacy Arises:
abilities of perception and
ordering of knowledge which
affect how a person learns 1. Performance Accomplishment -
refers to learning that occurs
through personal mastery of a
1) Perception Ability – the one particular skill or task
receives or grasps incoming 2. Vicarious Experience - learning
information or stimulus in a through observation
continuum or scale ranging from
abstractness to concreteness 3. Verbal Persuasion - involves
acting as the coach and providing
2) Ordering Ability – the way one encouragement
arranges and systematizes
incoming stimuli in a continuum 4. Physiologic State
or scale ranging from sequence to
randomness
Transtheoretical Model / Stages of
Change
MOTIVATION AND BAHAVIOR CHANGE
THEORIES
Theory of Reasoned Action
Health Belief Model
➢ proposes that adoption of a new
➢ explains behavior or predicts
behavior results from individual
whether behavior change will
intention to engage in the
occur based on a set of beliefs or
behavior
perceptions, which include
perceived seriousness
susceptibility, benefits and
Behavior Modification Theory
barriers
➢ is based on the promise that
Social Cognitive Theory
behavior occurs because of its
➢ explains that behavior is the result Consequences
of an interaction among the