CET Unit 8 Assessment

Program: B.Sc Nursing, Second Year
Communication Education And Technology
Unit No.8. Assessment
Prof. Dr. Sudharani B Banappagoudar
DR SUDHARANI BANAPPAGOUDAR 1

Outlines
Introduction ofAssessment.
Definitions of Assessment.
Purposes of Assessment.
Characteristics of Assessment.
Principles of Assessment.
Functions ofAssessment.
Formative Assessment.
SummativeAssessment.
Internal Assessment.
External Assessment.

Introduction
• Assessment can focus on the individual learner, the learning community (class, workshop, or other
organized group of learners), the institution, or the educational system.

Assessment
The word ‘assess’ comes from the Latin verb
‘assidere’ meaning ‘to sit with’.
Assessment is a systematic process of gathering,
interpreting, and acting upon data related to
student learning and experience for the purpose
of developing a deep understanding of what
students know, understand, and can do with their
knowledge as a result of their educational
experience.
Introduction

What isAssessment?
• The word ‘assess’ comes from the Latinverb ‘assidere’ meaning ‘to sitwith’.
• In assessment one is supposed to sit with the learner. This implies it is something we do ‘with’ and
‘for’students and not ‘to’ students
(Green, 1999).
• Assessment can focus on the individual learner, the learning community (class, workshop, or
other organized group of learners), the institution, or the educational system.

Definition
• Assessment is the process of documenting, usually in measurable terms, knowledge, skill,
attitudes, and beliefs.
Assessment in education is the process of gathering, interpreting, recording, and using
information about pupils’ responsesto an educational task.
(Harlen, Gipps, Broadfoot, Nuttal,1992)

Assessment should:
1. Relate to regular performance
2. Gather from interdisciplinary sources
3. Consider all aspects of the student's life

PURPOSES OF ASSESSMENT/EVALUATION
Toprovide short-term goals to the students.
Toclarify the intended learning outcome
Todetermine the level of knowledge & understanding in students.
Todiagnose the strengths & weakness of students.
Toencourage students learning by measuring their achievement.
Toprovide information to students for overcoming learning difficulties
Toestimate the effectiveness of the instructional media used.
Tohelp students acquire the attitude & skills or self- evaluation.

Toassess the non scholastic domains of the student’s personality.
Toassess the student’s progress throughout the year.
Toascertain if the teaching strategies are effective or not.
Toimprove curriculum in light of recent advances.
Tosatisfy the university requirements for a curriculum.
Toreport the student’s progress to parents
Evaluation is carried out for general & educational research.

Gathers information to assist in decision making
Screening
Monitoring students' progress.
Assigning grades or ranks
Determining one's own instructional effectiveness.

TYPES OFASSESSMENT/EVALUATION
DR SUDHARANI BANAPPAGOUDAR
11
Parameters
Formative Assessment Summative
Assessment
Meaning It is ongoing assessment of the student’s
achievement.
It is final assessment of the
student’s achievement.
Purposes Tomonitor the progress of students & provide
feedback for improvement.
Tofinally assign the grades.
Frequency Carried out quite frequently
ranging from daily to weekly.
Carried out monthly, biannually,
annually or at the end of a
semester.
Content focus Detailed focus on content. General & broad content
scope.
Methods It include classroom questioning, daily
assignments, regular formal/informal
observation, class tests & internal
assessments.
It include project evaluation,
term examination & final
external examination.

SCOPE OF
ASSESSMENT/
EVALUATION
Selection of
students
Feedback of
students
Feedback
to teacher
Incentive to
learning
Motivation
of learning
activities
Certification
of
competency
Decision for
successor
SCOPE OF ASSESSMENT/ EVALUATION

CRITERIA FOR SELECTION OF ASSESSMENT
TECHNIQUE/METHOD
Clear & Comprehensive
Congruent with educational objectives
Objectivity
Practicability
Constructed on wide curricular content

Relevance
Concise & Precise
Adequate &Appropriate
CRITERIA FOR SELECTION OF ASSESSMENT
TECHNIQUE/METHOD
Understandability
The power of discrimination
Validity of assessment instrument
Reliability of assessment in instrument

CLASSIFICATION OFASSESSMENT TOOLSANDTECHNIQUES
Assessment of
Knowledge
Assessment of Skills Assessment of Attitude
1.Essay type
questions
Extended response
essay
Restricted response
essay
Observation checklist
Rating scale
Anecdotal record
Likert attitude scale
Semantic differential scale

CLASSIFICATION OFASSESSMENT TOOLS ANDTECHNIQUES
Assessment of Skills
2.Short answer
questions
Fill in the blank
type
Statement
completion
Labelling a
diagram
Short answer in 5-
10 words
Cumulative records
Writing clinical assignment
Critical incident record
Practical examination
Viva voce (Oral Examination)
Assessment of
Knowledge
Assessment of Attitude

Assessment ofKnowledge Assessment of Skills Assessment of Attitude
Objective type of questions
Multiple choice questions
Multiple response questions
True or false
Matching type
Objective Structured
Clinical Examination
Objective Structured
Pratical Examination
CLASSIFICATION OFASSESSMENT TOOLS ANDTECHNIQUES

ESSAYTYPEQUESTIONS
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

ESSAYTYPE 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 response

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

SHORT ANSWER QUESTIONS
SAQ the answer has to be generated and supplied by the learner rather than chosen from a
number of options provided.

SHORT ANSWERQUESTIONS
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.

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

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.

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

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.

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

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

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

RATING SCALE
Types of Rating Scale
2. Descriptive Rating
Scale
Nursing
Personnel in a
ward
Level of Clinical Performance
1. Ankit Very
active
Active Moderately
active
passive
2. Rajesh
3. Priti
4.subha
1. Graphic Rating Scale
3. Numerical Rating Scale

Quantity of
work
• Reliability
• Accuracy
Volume of
work
• Initiative
• cooperative
Quality of
work
• Judgment
• Ability
Dependability
• Neatness
• Willingness
RATING SCALE
Common content of appraisal in rating scale

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

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.

PRACTICAL EXAMINATION
Purposes of Practical Examination
Toassess the practical skills
Toassess the development in affect domain
Toassess the student’s problem solving skills
Toassess the recording & reporting skills
To assess multiple performance task such as assessment, planning, implementation,
communication

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

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.

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.

PRACTICAL SKILLS ARE ASSESSED IN NURSING USING OSCE
 Interpersonal & communication skills
 History Taking skills
 Physical Examination
 Mental HealthAssessment
 Clinical decision making & clinical problem solving
 Interpretation of clinical findings
 Management of a clinical situations
 Patient education
 Acting safely in an urgent clinical situation
 Basic & advanced nursing care procedure practice

Organizing theOSCE
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 complete the examination within 1
hour.

Organizing theOSCE
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.

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

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.

LIKERT SCALE
Statement
Please tick (√) in appropriate column for each statement
Strongly Agree
Agree Uncertain Disagree
Strongly Disagree
1. Person with multiple
sex partners are at high
risk of AIDS
2. You can getAIDS
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.
Example of the five point Likert scale to assess the attitude with HIV/AIDS

USES OF LIKERT 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.

LIKERT SCALE
Illustrative in
nature
Neutral
statements
Bipolar scaling
method
Measurement of
the specific number
of scaling
categories
Characteristics of Likert Scale
Psychological
assessment
tool

LIKERT SCALE
statement
Strongly
Agree
Agree Uncertain Disagree
Strongly
Disagree
(Positive
statement)
1. Person with
multiple sex
partners are at high
risk ofAIDS
5 4 3 2 1
(Negative
Statement)
2. You can getAIDS
by sharing utensils
1 2 3 4 5

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.
DISADVANTAGES
LIKERT SCALE
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

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 & concepts.

1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Unpleasant
Rude
Cold
Callous
Inhuman
Noncommunicative
Disrespecting
Pleasant
Polite
Warm
Considerate
Human
Communicative
Respectful
Friendly
Empathy
Insincere
Unconcern
Example of sematic differential scale to assess the attitude of student nurse towards patient

SEMANTIC DIFFERENTIALSCALE
Evaluation 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
Honest-Dishonest Submissive –Assertive Bright –Dim
Adjective pairs used for construction of sematic differential scale

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

Clarifying teachers' instructional intentions.
• Formative
• Summative
Type of Assessment

Formative assessment
• The goal of formative assessment is to monitor student learning to provide
ongoing feedback that can be used by instructors to improve their teaching
and by students to improve their learning.
• formative assessments:
– help students identify their strengths and weaknesses and target areas
that need work
– help faculty recognize where students are struggling and address
problems immediately

Summative assessment
• The goal of summative assessment is to evaluate student learning at the end of
an instructional unit by comparing it against some standard or benchmark.
• Examples of summative assessments include:
– a midterm exam
– a final project
– a paper
– a senior recital

Evaluation
• Evaluation is part of life, in our life we need to make evaluation frequently
– like which dress you want to wear in marriage
– What you want to given in gift to your friend.
• In educational scenario evaluation have important role in judging student progress to know
up to what extent student have achieved the desired set goal.
• Evaluation implies a systematic, continuous, process based upon certain criteria process
and emp-hasises the broader personality change.
• Evaluation is an act or process that allows one to make a judgment about the desirability or
value of a measure.

Definition
• Evaluation is a systematic process of collecting evidence about students’ progress and
achievement in both cognitive and non cognitive areas of learning on the basis of which
judgment are formed and decisions are made.
• Evaluation means the systematic examination of events occurring and consequent on a
contemporary programme.
Cronbach et al(1980)
• Evaluation is an act or a dynamic process that allows one to make a judgment
about the desirability or value of a measure.

Evaluation
• Evaluation is essential and never ending process or cycle of formulating goals, measuring the
progress towards them and determining the new goals which emerge as a result of new
warning.
Chlara M. Brown
Evaluation is a process wherein the parts, processes
or outcomes of a programme are examined to see whether they are satisfactory with reference to
the stated objectives of the programme.
Tuckman(1975)

Purpose of Evaluation
 To make provision for guiding the growth of individual pupils.
 To diagnose the weakness and strength of pupils.
 To locate areas where remedial measures are needed.
 To provide basis for a modification of the curriculum and course.
 To motivate pupils towards better attainment and growth.
 To test the efficiency of teachers in providing learning experiences and the effectiveness of
instruction and classroom activities.
 To improve instruction.
 For guidance and counseling services. For the purpose of promotions to the student.

Purpose of Evaluation
 To provide basis for the introduction of experiences and to meet the needs of
individuals and group of pupil.
 For reporting students progress to their parents.
 For the purpose of selecting students for employment.
 For the awards of scholarship and merit awards.
 To certify that a student has achieved a particular level of performance.

Scope of Evaluation
• Value judgment
• Effectiveness of appraisal
• Provide baseline for guidance and counseling
• Placement and promotions in jobs.
• Development of attitude, interest, capability, creativity, originality, knowledge and skill etc.
• Development of tool and techniques.
• Development of curriculum and for its revision
• Helpful for curriculum planning and administers to improve the curriculum pattern.

Characteristics
• Evaluation is a continuous process.
• Evaluation includes academic and non-academic subjects
• Discovering the needs of an individual and designing
learning experiences
• Evaluation is purpose oriented.
• Evaluation is a procedure for improving the product.

Principles of Evaluation
• Clearly specifying what is to be evaluated has priority in the evaluation process.
• An evaluation technique should be selected in terms of its relevance to the characteristics
of performance to be measured.
• Comprehensive evaluation requires a variety of evaluation techniques.
• Proper use of evaluation techniques requires an awareness of their limitations.
• Evaluation is a means to an end, not an end in itself.
• Evaluation technique should be selected according to purpose served.

FUNCTIONS OF EVALUATION
Functions related to instructional process
• Measurement functions.
• Diagnostic function.
• Guidance and Remediation.
• Motivating function.
• Assessment of the final output.
• Classification and placement.
• Diagnosis, prediction and selection.

Functions related to total education system
• Improvement of inputs and process of education.
• Maximization of output.

Values and Attitudes about Assessment
 Teachers value and believe in students.
 Sharing learning goals with the students.
 Involving students in self-assessment.
 Providing feedback that helps students recognize their next steps and
how to take them.
 Being confident that every student can improve.
 Providing students with examples of what we expect from them.

Factors Inhibiting Assessment
A tendency for teachers to assess quantity and presentation of work
rather than quality of learning.
Greater attention given to marking and grading, much of it tending to
lower self esteem of students, rather than providing advice for
improvement.
A strong emphasis on comparing students with each other, which
demoralizes the less successful learners.

Implications for classroom practice
Share learning goals with students.
Involve students in self-assessment.
Provide feedback that helps students recognize their next steps and how to take
them.
Be confident that every student can improve.

Measurement
It is a process involving the assigning of a number to an individuals characteristics.

Measurement Vs evaluation
• Qualitative
• Personal & subjective
• Interpretative & philosophical
• Continues process
• Quantitative
• Objective & impersonal
• Precise & scientific
• Not a continues process, occasional

Purposes of evaluation
• Facilitate learning
• Diagnose problems
• Make decisions
• Improve products
• Judge effectiveness

• Administrative
– Grading student performance
– Selecting & Recruiting
– Promotional of personal

Education
– Feedback to educational program
– Improve the instruction, measurement and measuring device
– Curriculum revision

Monitoring and motivational
– Student progress
– Bring out the inherent capability of student
– Continuous & regular watch on pupil development

Diagnosis and guidance
– Hard sports or gaps of learning
– Healthy competitive spirit among student
– Weakness of student

Types of evaluation
• Based on time
• Based on manner in which one interpret the result of the learner performance

ASSESSMENT

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.

Based on time
 Summative
 Formative
Assessment

Based on manner in which one interpret the result
of the learner performance
– Criterion reference
– Norm reference

Summative Evaluation
• M sriven in 1967 coined the term summative and formative evaluation.
• Summative evaluation is the commonly known type of evaluation.
• It comes at the end of the term, course or programme of teaching.
• Annual examination and half yearly examination in school, public examination are the
example of such evaluation.
• Summative evaluation is done at the end of any program or instruction.

Summative Assessment
• Its designed to determine the extent to which the instructional objectives have been
achieved and is used primarily for assigning course grades or certifying pupil mastery of
the intended learning outcomes.
• Generally taken by students at the end of a unit or semester to demonstrate
the "sum" of what they have or have not learned.
• "Good summative assessments--must be demonstrably reliable, valid, and
free of bias“.

Definitions
• Summative evaluation describes judgment about the merits of an already completed
program.
• Term summative refers to assigning a grade for student’s achievement at the end of a term,
course or instructional program.
• To conduct at the end of instructional segment to determine if learning is suffer complete to
warrant moving the learner to the next segment of instruction.

Characteristics of summative evaluation
• Certifying evaluation is designed to develop competent personal from practicing.
• To place students in order of merit.
• Justifies the discussion as to whether they should more up to the next class or be awarded a
degree or diploma.
• Carried out less frequently at the end of a period of instruction.

Types of Summative Assessment
• Attendance
• Performance
• Written product
• Unseen examination
• Seen examination
• Open Book Examination
• Multiple choice tests
• Essay or report
• Test Standardized test

Types of Summative Assessment
1.Oral product
2.Dissertation
3.Presentation
4.Portfolio

Summative evaluation- vertical dimension
First
Year
Summative
Second
Year
Summative
Third
Year
Summative
Fourth
Year
Summative

• It is vertical dimension seeing whether the student has achieved educational objective and
how much he has achieved.
• Help to grade, rank, select the students
• It help in curriculum evaluation.
Summative evaluation- vertical dimension

Formative Evaluation
• On going, continuous evaluation
• According to AJ Nikto “it is concerned with judgment made during the design and during the
development of program and are toward the modifying, forming and improving the program
before it is completed”.

Formative Assessment
Formative evaluation is used to monitor learning progress during instruction and to provide
continuous feedback to both pupil and teacher regarding learning success and failures.
Taken at varying intervals throughout a course to provide information and feedback that will
help improve.
It is concerned with judgment made during the design and development of a program which are
directed towards modifying, forming, or otherwise improving the program before it is completed.
A.J. Nitke 1983
Formative evaluation occurs over a period of time and monitors student’s progress.

Definitions
It is conducted to monitor the instructional process to determine whether learning is taking place
as planned.
R.L. Ebel and D.A. Frishac 1986

Characteristics of Formative Assessment
Provides the students with on his progress or gain.
Must be continuous starts with comment of program until the time be complete it.
Informs students about extent of learning needs to reach the education adjective.
Enables learning activities to be adjusted in accordance with progress made or lack of it.
Useful in guiding the students and prompting him to ask for help.
It is carried out frequently whenever the student/teacher feels it as necessary.
Provides teacher with qualitative and quantitative data for modification of his teaching.

Activities of formative assessment
• D a y to day observ atio n

Experiment or practical

Activity

Project

A s s i g n m e n t

Self Study

Questions a n d Answers

Home work Exercises

Simulations

Conferencing

STRATEGIES USED IN FORMATIVE ASSESSMENT
 Criteria and goal setting
 Observations
 Questioning strategies
 Self and peer assessment
 Student record keeping

Key Elements of Formative Assessment
1. The identification by teachers & learners of learning goals, intentions or outcomes and
criteria for achieving these.
2. Rich conversations between teachers & students that continually build and go deeper.
3. The provision of effective, timely feedback to enable students to advance their
learning.
4. The active involvement of students in their own learning.
5. Teachers responding to identified learning needs and strengths by modifying their teaching
approaches.
Black & William, 1998

Difference between formative and
summative assessment

Formative
•‘… often means no more than that the
assessment is carried out frequently and
is planned at the same time as teaching.’
(Black and Wiliam, 1999)
•‘… provides feedback which leads to
students recognizing the (learning) gap
and closing it (Harlen, 1998)
•‘ … includes both feedback and self-
monitoring.’ (Sadler, 1989)
•‘… is used essentially to feed back into
the teaching and learning process.’
(Tunstall and Gipps, 1996)
Summative
•‘…assessment (that) has increasingly
been used to sum up learning…’(Black
and Wiliam, 1999)
•‘… looks at past achievements
… adds procedures or tests to existing
work
• … is separated from teaching
… is carried out at intervals when
achievement has to be summarized
and reported.’ (Harlen, 1998)

Purpose
• It Help in:
– Motivation
– Prediction
– Diagnosis
– Guidance

Evaluation- Vertical dimension
Second
Year
First
Year
Third
Year
Fourth
Year

INTERNAL ASSESSMENT

Definition:
• Internal assessment refers to the process evaluating students or staffs by the people who
govern it.
• No external authority or office is liable to interfere with the test given to the members of the
institution. The only governing body is the head of the institution.

Need for internal assessment
 To give credit in final assessment.
 To reduce tension associated with final examination.
 To provide link for feedback in teaching.
 To evaluate sphere of activity this cannot be alone through public exam.
 To provide opportunity to the teacher to evaluate his/her students.
 To induce students for continue learning.

Basic principles of internal assessment
 Should be continuous and made by subject teacher, it does not replace exam.
 It uses suitable evaluation tools and techniques. Fix proportion of marks according to
hours of instructions and importance of subject to nursing.
 Used as a feedback to improve teaching.
 Students should know their internal assessment marks before their final exams.
 Give opportunity to students to improve their internal assessment grade by additional
tests, assignments etc.
 Results must be studied statistically.
 Improve a number of components.

Procedure for internal assessment
 Internal assessment should be comprehensive evaluating all the aspects of student’s
growth. Eg- academic achievement, personality traits etc.
 Internal assessment should be kept separately.
 Through internal assessment teachers can change attitude of students favorable towards
day to day program.
 Internal assessment should be objective, unbiased and based on all the records of unit test,
practical tests, home work, class work, observational scales and inventories, participation in
group project etc.

Components of internal assessment
• Subject wise assessment.
• Assessment of co curricular activities.
• Assessment of personality traits.

Validity of internal assessment
 The tool of internal assessment is very powerful if objectively and free from
bias.
 It becomes invalid if the teacher is biased has prejudice against a particular
pupil.

Advantages
 No undue weight age is given to annual or external exams.
 Students will be engaged in study throughout the year.
 They will be more regular, alert and science in students.
 Eleventh hour preparation in exams will be reduced to minimum.
 Internal assessment helps to reduce anxiety and prevent nervous breakdown in students.

Disadvantages
 A teacher may misuse it.
 It can cause a great harm in the hands of an inexperienced, insincere teacher.
 It will lose its validity if favourism, personal prejudice and subjectivity.

EXTERNAL ASSESSMENT

Definition
 An evaluation carried out by evaluators external to the entity evaluated.
 An evaluation which is performed by persons outside the organization responsible
for the intervention itself.

Importance/objectives of external assessment
 Degree/certificate
 A standard.
 To make distinguish.
 Comparison of abilities.
 To evaluate the progress.
 Selection for higher education.
 To get employment.
 Popularity/standard of educational institution.
 Selection of intelligent students.
 Competition.
 Evaluation of teacher’s performance.
 Evaluation of objectives and curriculum.
 Creation of good habits in students.
 Satisfaction and happiness of parents.

Popularity/standard of educational institution.
Selection of intelligent students. Competition.
Evaluation of teacher’s performance.
Evaluation of objectives and curriculum.
Creation of good habits in students. Satisfaction and happiness of parents.
Importance/objectives of external assessment

Classification of results
50 % pass in each of the theory and practical separately.
50-59 % second division.
60-74% first division.
75 % and above is distinction.
For declaring the rank aggregate of 2 years marks to be considered.

R e g u l a t i o n s f o r examination

Process of external assessment
 S e l e c t i o n of paper setters and reviewers.
 S e t t i n g and moderation of question papers
 P r i n t i n g and packing of question papers
 Confidential nature of printing work.
 S e l e c t i o n of examinationcenters.
 A p p o in tme n ts of superintendants and invigilators and staff for the fair conduct of
examination at centres.
 S u p p l y of stationary to centres.

 D istr ib u tin g of question papers to examinees under the supervision of the centre’s
superintendents.
 P o s t i n g of police personnel at the centres.
 P a c k i n g of scripts and sending them to boardoffice or examining body office.
 D e p l o y m e n t of special squads for checking unfair means
 A s s i g n m e n t of fake of fictitious or secret roll numbers to answer books at the
board’s office.
Process of external assessment

Examination scheme
 Minimum marks shall be 50 % in each of the theory and practical papers separately.
 A candidate must have minimum of 80% attendance in theory and practical in each subject for
appearing for examination.
 A candidate has to pass in theory and practical exam separately in each of the paper.
 If a candidate fails in either theory or practical paper he/she has to reappear for both the
papers.
 All practical examination must be held in the respective clinical areas.
 One internal and external examiner should jointly conduct practical examination for each
student.

Advantages
 A person will be able to know his/her performance and knowledge.
 For most people exam may encourage them to work and learn.
 It can create competition which pushes the competitioners to do their best.
 It helps in developing one’s own personality and confidence.
 If a person passes the exam and got good result, it helps to get a scholarship which
will bring to have a good job.

Demerits
• Use of unfair means in examination hall.
• Just pass the exam to get degree.
• Partial curriculum is covered.
• In complete evaluation of personality.
• Unreliable results.
• Use of helping books and guess papers.
• Chance/luck.
• Corruption
• Exams without specific objectives.
• Negative effect/impact on the students.

• No attention over research.
• It is time consuming.
• Pet questions are respected.
• Standards vary from board to board and universities in the same year.
• Marking is not up to the standard.
• For same people, exams make them stress. This is because there too much pressure of their
parents and teachers.
• During the exam a person may also have problems with questions.
Demerits

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CET Unit 8 Assessment