Group 9 Chapter 14: Assessing and Evaluation

GENERAL OBJECTIVES:
After 2 hours of lecture discussion, the students of BSN II-B will be able to learn, apply skills and gain positive attitudes about teaching strategies in Learning
Assessment and Evaluation.
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After 2 hours INTRODUCTION 20 minutes Lecture Deyoung.S., 20 item quiz.

of lecture Discussion and Teaching
discussion, the Assessing and Evaluating Learning are just as important as power point Strategies For
BSN II-B the teaching process. The term Assessment of learning in the presentation. Nurse
group 9 sense of formative feedback that is done simply to find out Educations 2nd
students will what and how well people are learning what we teach, edition.
be able to: without any intent to give a grade. The term evaluation of
learning will be used to include the process of measuring the
1. Discuss extent of learning and assigning a grade. Evaluation may
the incorporate formative and summative feedback.
overview
of
Learning
Assessmen
t and
Evaluation
.
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2. Discuss One-Minute Paper 25 minutes Lecture

what are Discussion and
the - Is probably the most commonly used. It is often power point
different called just Minute Paper. This technique is used in presentation.
teaching the last two or three minutes of the class period.
techniques. - The learners are ask to write, on a half sheet of
paper, answer to the following two questions:
What was the most important you learned
today? and What important point remains
unclear to you? (Angelo & Cross, 1993).

Muddiest Point

- Simply ask the learners, What was the muddiest

point in todays class?
- The teacher discovers areas in which learners
struggle the most and finds better ways to deal
with the content in the future.

Directed Paraphrasing

- The direct paraphrasing requires learners to put into

their own words something they have just learned.
- It provides valuable feedback on learner
understanding and their ability to translate information
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Application Cards

- Are another technique especially useful for nursing.

- After you have taught an essential principle, theory, or
body of information, and before you talk about how
this information can be applied to the real world, ask
the learners to take a few minutes and write on an
index card at least one possible application of this
content. (Classroom Assessment Techniques,2006).

Background Knowledge Probe

- Has a slightly different application from the

previous techniques. It is used before teaching
new content to discover what the learners
already know about the material.

Misconception/Preconception Check

- Helps to expose these mistaken ideas that may

hinder learning.

Self-Confidence Survey
 - Allow learners to express their possible lack of
confidence in learning certain content or skills.

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3. State the Multiply-Choice Questions 25 minutes Lecture

method of Discussion and
evaluation - Often used in nursing examinations. There are power point
several reasons for this fact: presentation.
One is that although they are challenging to
create, they are easy to score and can be scored
by computer.
Another reason is that they are a less
subjective form of evaluation than essay
questions (Brady,2005).
A third reason is that licensure and
examinations are multiple-choice test, and
therefore educators want learners to be familiar
with questions similar to those that they will be
taking on the exams.

True-False Questions

- Are design to test a learners ability to identify

the correctness of statements of fact of
principles.
 Matching Questions

- Test knowledge, the lowest level of knowing.

They are useful in determining whether
learners can recall the memorized relationships
between two thing such as dates and events,
structures and functions, and terms and
theirdefinitions.

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Essay-Type Questions

- Although short-answer and essay questions are

valuable measurement tools, they are probably
not
used enough in nursing education. They are time consuming
for test takers to answer, thus limiting the amount of
knowledge sampling you can accomplish in a short time

4. Give the Test Item Analysis 25 minutes Lecture

interaction - Provides data about worth of the item- Discussion and
process in specifically, their level of difficulty and ability power point
learning to discriminate between test takers who know presentation.
assessment the material and those who do not. Item
. analysis such as correlations can be done
quickly with a computer and appropriate
 software. In the absence of a software
program, the educator can calculate both item
difficulty and item discrimination quite easily.
Item difficulty
- The proportion of test takers who answer the
question correctly. It is calculated by the
number of people who got the item right by the
number who took the rest (thorndike,1997).
Item discrimination
- Is an estimate of the usefulness of an item in
differentiating between learners who did well
on the whole test and those who performed
poorly.

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5. Cite the Benefits in Assessing and Evaluation includes the following: 25 minutes Lecture
benefits in Discussion and
Learning Gaining insight into the student learning while there is power point
Assessmen still time to make change. presentation.
t and Demonstrating to learners that the teacher really cares
Evaluation if they are succeeding.
. Building rapport with learners.
Spending only short amount of time to gain valuable
information.
Using the flexibility of Assessment Techniques to
adapt to the needs of individual classes.
 Helping learners to monitor their own learning.
Graining insight into own teaching.
References:

Angelo, T.A.,Cross,K.P. (1993).Classroom assessment techniques.Sann Francisco:Jossey-Based

Brady, A.M. (2005). Assessment of learning with multiple-choice questions [Electronic version].Nurse Education in Practice,5(4),238-242.

Brookhart,S.M. (1999). The art and science of classroom assessment: The missing part of pedagogy [ASHE-ERIC Higher Education Report]. Washington, DC:
Graduate School of Education and Human Development, the George Washington University.

Burton, R.F. (2001). Do item-discrimination indices really help us to improve our tests? Assessment & Evaluation in Higher Education, 26(3), 213-219.

Byon, A.S. (2005). Classroom Assessment tool in students affective staces: KFL classroom setting. Language and Education, 19(3), 13-193.

Classroom assessment techniques. (2006). Retrieved July 17, 2007, from Indiana University Web site: http//www.iub.edu/-teacig/ourservice/assess/.

Gaberso, K.B.,& Oermann, M.H. (2005) Evaluation and testing in nursing education (2nd ed.). New York: Springer.

Morrison,S.,&Free,K.W. (2001). Writing multiple-choice question that promote and measure critical thinking. Journal of Nursing Education, 40(1),1-24.
 Appendixes

Appendix A: Quiz and Key Answer

 Appendix B:
Synthesis
General Objective:
After 2 hours of lecture discussion, the BSN-II Student will have an activity such as oral
recitation and a 20 item quiz after. To evaluate the students learning about the topic discussed.

Mechanics:

The reporters group will be asking questions, the BSN-II Students will be randomly called and
the student who can answer will be given a point. Each question is equal to one point. The points
that they get will be added to their quiz.

1. Give at least three teaching techniques/strategies. :

2. It is often called just one minute paper, a technique used in the last two or three minutes
of the class period? : One-minute paper
3. It ask the learners to identify the answer to Who does, What to, Whom, When, Where,
How & Why? at the end of the class. What technique is this? : One Sentence
Summary
4. Designed to test the learners ability to identify the correctness of statement of fact or
principle? : True-false Questions
5. Is a chart that spells the content (behaviour, objectives) & the level of Knowledge to be
tested? : Test Blueprint