Evaluation MN - SSA

Evaluation
In
Nursing Education
Siddeshwar Angadi
Associate Professor
School of Nursing, CMC
Meaning & Definition
• The term evaluation is derived from the word “valoir”,
which “means to be worth”.
• Thus evaluation is the process of judging the value or

worth of an individual’s achievements /
characteristics.
• In broad sense, educational evaluation is concerned

with judging the value or worth of the goals attained
by education system.
Tuesday, April 21, 2020 Siddeshwar Angadi - CMC 2

Meaning & Definition
• “The process of determining to what extent
the educational objectives are being
realized”
-- Ralph Tyler
• This definition highlights the relationship

between educational objectives and
evaluation.

Half Glass Of Water….!!
Test, Measurement and Evaluation
• Test:
• An instrument or systematic procedure for
measuring a sample of behavior.
• Ex: answer the question, “how well” does the
individual perform either in comparison with others
or in comparison with a domain of task?”
• Measurement:
• The process of obtaining numerical description of
the degree to which an individual possesses a
particular characteristic (answer the question, “how
much”).
Contd..
• Evaluation:
• From the stand point of classroom evaluation, it
is the systematic process of collecting, analyzing
and interpreting information to determine the
extent to which pupils are achieving instructional
objectives (answer the question, “How good?”).
Examination:
• A formal situation in which students undertake
one or more tests under specific rules.
What is the difference between
“Assessment” and “Evaluation”?

Assessment v/s Evaluation

Types of Evaluation
• Based on the frequency of conducting
• Summative evaluation
• Formative evaluation
• Based on the nature of measurement

• Maximum performance evaluation
• Typical performance evaluation
• Based on method of interpreting results

• Criterion referenced evaluation
• Norm referenced evaluation

Type of Evaluation
• Based on the frequency of conducting
Characteristics Formative Summative
Purpose To monitor progress To check final status of
of student by getting students
feedback
Content focus Detailed, narrow Generalised/broad

scope scope
Methods Daily assignments Tests

Records / observation Projects
Frequency Ongoing At the end

Daily Weekly
Monthly
Yearly

Type of Evaluation
Based on the nature of measurement
• Typical performance: is how a student performs on a
regular basis.
• Maximum performance: is how one performs when
exerting as much effort as possible/ while being
monitored.
Based on method of interpretation of results

• Criterion referenced: the scores of student are compared
with the learning objectives/criteria for predetermined
behavior.
• Norm referenced: the scores are compared with other
students in the class and graded accordingly.
Fundamentals of Assessment
• Why do we assess?
• What should we assess?
• When should we assess?
• How should we assess?

Why Assessment Is Needed?
• Assessment is needed for Learning
• Assessment is needed for Effective Teaching
• Assessment is needed for a Quality Learning
Environment
• “Assessment drives learning.”
• If assessment drives learning, then
“appropriate assessment processes promote
desired learning”
• Assessment is needed to Certify Competencies
What Should We Assess?
Knowledge
Effective
Education
Skills Attitude

To know
(Knowledge)
To do
(Performance)
To be
To want To
able
(Attitudes)
To (Skills)
To do = To know x To be able x To want to

Knowledge and Performance
Professional authenticity
Does Performance
Shows how
Knows how
Cognition
Knows
Miller GE. The assessment of clinical
skills/competence/performance. Academic Medicine
(Supplement) 1990; 65: S63-S7.
What Are The Purposes Of Assessment?
Formative Summative
Purpose Of Assessment At Different
Times
Before During At the end of
Teaching teaching teaching
(Diagnostic) (Formative) (Summative)
-Are students ready -Are students -Have they
for the course? progressing mastered expected
satisfactorily? learning tasks?
-Do they have pre-
requisite skills? -Do they need remedial -Can they proceed
teaching? to the next stage?
-Have they already
attained the intended -Do I need to modify my - What is the level
learning outcomes? teaching style? of mastery of the
learning?

Purposes of Evaluation
in Nursing Education
• To determine the level of knowledge and
understanding of students.
• To determine the level of student’s clinical

performance.
• To become aware of specific difficulties of

individual students or an entire class as a
basis for further teaching.
Contd..
• To help students to acquire that attitude and
skills in self – evaluation.
• To help students become increasingly self-

directing in learning.
• To provide additional motivation of

examinations that provide opportunities to
practice: critical thinking, application of
principles etc.,
Choosing Tool/Method Of Assessment
• No method/tool is perfect to assess all domain
• Each method has its limitation
• Variety of methods are employed to overcome

shortcomings
• Selection depend on the purpose for which the tool is

used

Weighing of the criteria
• Depend on the purpose for which the tool is

used.
• For summative purposes, such as selection,
promotion or certification, more weight is given
to reliability and validity
• For formative purposes, such as diagnosis,

feedback and improvement, more weight is
given to educational impact

Methods and Tools of Assessment
Methods Tools
Written Essay
Multiple Choice Questions
(MCQ)
Assignments
Reports
Dissertation/Thesis
Observation (practical and Check list
clinical) Rating Scale
Viva – voce/ Oral Questions

What is out there?
Format Reliability Validity
Multiple Choice Exams ++++ 0 - ++
Key Features ++++ +++
Short-answer (PBQ) 0 - +++ 0 - +++
Essay 0-+ 0- +++
OSCE +++ ++++
Oral Examination 0 +++
But Remember That An Unreliable Examination
CANNOT Be Valid!

Assessment
Methods/Techniques
Classification of Evaluation
Techniques
• Quantitative
1 Techniques
• Qualitative
2 Techniques
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Quantitative Techniques
• These are mainly used in educational evaluation.
• These are highly valid and reliable.
• They possess all three characteristics of a criterion
test which includes appropriateness, effectiveness and
practical ability.
• The quantitative test can be classified into three

types:
1. Oral technique: Oral techniques of evaluation are
used as lower level in organizing and teaching
activities. The oral questions, debate and drama are
used for this purpose.
Cont.….
2. Written techniques: these include the written
questions that are asked and student has to write
their answers. The written test are more effective
than oral test. The written test is usually essay
type and objective type test.
3. Practical technique: in practical technique type of

evaluation some work is assigned to the student
to accomplish it such techniques are used to
assess the skills. This technique is used in
science, medical, nursing and engineering etc.

Qualitative techniques
• These techniques are used in schools and colleges for
internal assessment.
• These techniques are subjective and less reliable, but they
are used for assessing the affective objectives.
These techniques are classified into five categories:

1. Cumulative record:
• these records are prepared in schools and colleges for each
student.
• The cumulative records of the students include educational
progress results of tests, attendance, and participation in
games, extra-curricular activities and physical health.
• The cumulative record of the students provides the awareness
about their progress and weakness to teachers and parents.
Cont.….
2. Anecdotal records: this type of records maintain
the description of significant event and
performance of student. The interest and learning
of the students can be assessed with help of such
records.
3. Observation technique: it is used in all the stages

of education but most useful in evaluating the
small children at primary level. It is used for
evaluating cognitive, affective and psychomotor
objectives.

Cont.….
4. Check list: this is used for evaluating interest,
attitude, and values of students. It includes certain
statement of yes or no type.
5. Rating scale: the rating scale is used for assessing

the attitude of students towards teaching and
subjects. It is used for higher classes because it
requires the power of judgment of students. The
statement of scales are concern with the specific
objectives and learning

How Do You Assess
Knowledge &
Understanding???.....

Introduction
• The most common method for the assessment of
knowledge is the written method
• which can also be delivered online
• Several written assessment formats are available to

choose from.
• Every format has its own advantages and

disadvantages
• which must be carefully weighed when a particular
question type is chosen.

Assessment Methods
• There are three types of assessment methods:
• Assessment of Knowledge: essay type, short
answer type, multiple choice questions.
• Assessment of Skills: Checklist, Anecdotal records,
Practical exam (OSPE/OSCE)
• Assessment of Attitude: scaling technique

Written Assessment Formats
• Multiple Choice Questions (MCQ)
• Short Answer Questions (SAQS)
• Essay Questions
• Modified Essay Questions (MEQ’S)

Multiple Choice Questions (MCQ)
• MCQ is the most common
type of written test item
used.
• Critics of MCQs claim they

can only test ‘lower
knowledge' level of
learning.
• A well constructed MCQ can
measure higher levels of
learning such as application
and analysis
Classical A-Type MCQ
• Which of the following muscles is the
extensor at hip joint?
a) Gluteus Maximus
b) Gluteus Minimus
c) Iliopsoas
d) Pectineus

Multiple Choice Questions (MCQ)
A-type: One Best Answer
• These are the most commonly used question
type. They require examinees to select the single
best response from 3 or more options.
R-type: Extended Matching Items

• Context-rich questions is extended matching
questions or extended matching items
• The key elements of extended matching questions
are A list of options, A “lead-in” question, and
some case descriptions or vignettes.
Anatomy of Modified MCQs
• A boy having right side severe headache for last 15 days
was diagnosedSTE
with
M sinusitis involving right maxillary
sinus. N O
ESTI
in QU
-
EAD
Which of the following
L lining epithelium gets inflamed
in this condition?
a) Non keratinized stratified squamous
NS
epithelium Distracters
PTIO
b) simple columnar epithelium
O
c) simple cuboidal epithelium
Keyed
d) Pseudostratified ciliated columnar epithelium Response

Bloom’s Cognitive Taxonomy
Evaluation Higher
Order
Thinking
Synthesis Skills
(HOTS)
Analysis
Application Modified
MCQs
Focuses
here
Comprehension
Knowledge
Classical MCQ

Quick Think!
• We want our students to achieve application and
higher order thinking skills
• But end up with testing isolated facts.
• Students are good at memorizing the facts.
• Learn by heart, regurgitate it in the exam and the very

next day they forget it.
Do we want this?
Classical MCQ
• Which of the following muscles is the
extensor at hip joint?
a) Gluteus Maximus
b) Gluteus Minimus
c) Iliopsoas
d) Pectineus

How can we improve?
By adding a clinical vignette
A 65-year old man has difficulty rising from a
seated position and straightening his trunk, but he
has no difficulty flexing his leg.
Which muscle is most likely to have been injured?

a) Gluteus Maximus
b) Gluteus Minimus
c) Iliopsoas
d) Pectineus

Does It Make A Difference To The Test?
Representative data from research at NBME

No vignette Short vignette Long vignette
Good students 99 98 98
Poor students 90 82 66
•In other words, the discrimination of the item improves!

Note:
MCQs with at most 50 words require on average 1 minute to answer but
MCQs with 60 words require on average 1.5 minutes to answer.
Pitfalls While Constructing MCQ
• To test the simple recall of textbook knowledge,
• To make the questions difficult for candidates,
• Test the knowledge of relatively uncommon medical

conditions.
• Language or format is clear to the author but is

ambiguous when read by candidates.

Steps in constructing a Good MCQ
• Choose a topic for the question
• Theme for specific question i.e. specific knowledge to be
tested
• Focus on one important concept, typically a common
clinical problem
• Choose appropriate context for the question

• Context defines the clinical situation that will test the
topic
• Determines what type of information to be included in
the stem

Example
• Topic: Brachial plexus
• Context: Injury to spinal nerves forming brachial plexus
A group of people rushed with a young boy to emergency of

CMC Hospital. The boy had bruises in his head and shoulder
region. The attending resident noticed the boy’s clinical
presentation in which his right arm was medially rotated and
adducted by the side of the body.
Which spinal nerves injury is likely to cause this clinical

condition?
a) C5, C6
b) C5, C6, C7
c) C5, C6, C7, C8
d) C5, C6, C7, C8, T1
Constructing the stem and lead in question
• Use a clinical case

• presenting a single clearly stated task or
problem
• presenting all relevant information
• Having a single best answer
Avoid unnecessary details while

constructing a stem

• Paul Muldoon, an Irish postmodern poet who uses
experimental and playful language, uses which
poetic genre in "Why Brownlee Left"?
a. sonnet
b. elegy
c. narrative poem
d. dramatic monologue
e. haiku

• Use a clear lead in question
A group of people rushed with a young boy to
emergency of CMC Hospital. The boy had bruises in his
head and shoulder region. The attending resident
noticed the boy’s clinical presentation in which his right
arm was medially rotated and adducted by the side of
the body. The resident suspected the injury to upper
cord of brachial plexus.
Example 1: Regarding brachial plexus injury:
Example 2: Which spinal nerves are involved in injury to

upper cord of brachial plexus?

• Avoid the use of negative terms in the lead in
questions
• Which of the following is the symptom of
osteoporosis EXCEPT
• Which of the following is NOT the symptom of
osteoporosis

• The content should be at appropriate level of
difficulty
• Make the question clinically relevant
• Focus on problems that would be encountered in
clinical practice
• Avoid testing trivial facts or obscure problems that
are seldom encountered
• Test higher level of knowledge
• more focus on clinically important information
• Testing trivial can be avoided
• Discriminate the students
Find the Problem/s!!!
The country with least percentage of land cover by
trees is
a) Vienna
b) Brazil
c) Antarctica
d) New Zealand
Options are not homogenous

A fertile area in the desert in which the water table
reaches the ground surface is called an
a) mirage
b) oasis
c) water hole
d) Polder
Grammar mismatch

According to the guidelines of the American Heart
Association, in what way should a patient with a
prosthetic heart valve be given prophylactic antibiotic
treatment before a surgical procedure?
a) in routine fashion to everyone
b) according to the magnitude of the procedure
c) according to the type of microbial flora most likely to
cause endocarditis
d) only for gastrointestinal procedures
Keyed response long as well as qualified

• A 4 day old boy is brought to the pediatric OPD with the
complaints of difficulty breathing and feeding problem. He
chokes and spits up milk immediately after suckling. The
examination and investigation reveal tracheoesophageal
fistula, congenital defect.
• What is the likely cause for this congenital defect?
a) Failure of rupture of buccopharyngeal membrane
b) Patent thyroglossal duct
c) Incomplete recanalization of larynx
d) Failure of fusion of tracheoesophageal ridges
Keyed response contains the term from the vignette

The hormone released by gut includes
a) Secretin
b) Cholesystokine
c) Ghrelin
d) All of the above
¨All of the above¨, makes the distractor weaker and increases the
probability for guess-work.

Creating the keyed response
• Correct answer should be clearly correct
• If best answer is sought, this should be mentioned

in the lead in question
• Avoid giving clues

• The correct answer is longer than the other distractors
• Textbook wording is used for correct answer
• Specific determiners (always, never) are used in correct
answer

Constructing Distractors
• Distractors should be
• Plausible
• Avoid giving clues
• distractors and keyed response are not
homogenous
• The grammar does not match
• distractors are not of same length as the keyed
response

Exercise
• Write 1 classical and 1 Modified MCQs from your
respective major subjects

ESSAY QUESTION,
SHORT ANSWER QUESTION
&
MODIFIED ESSAY QUESTION

Essay Questions
• Essay questions are used when candidates
are required to process, summarise,
evaluate, supply or apply information to new
situations.
• They require much more time to answer

Essay Question: Example
• Write an essay on myocardial infraction. (20)
• Write an essay on pulmonary functions. (20)

Short Answer Questions (SAQS)
• These are open-ended questions that require students to
generate an answer of no more than one or two words,
rather than to select from a fixed number of options.
• A good open ended question should include a detailed

answer key for the person marking the paper.
• Short answer, open ended questions should be aimed at

the aspects of competence that cannot be tested in any
other way.

SAQ: Example
• Enlist five investigations required for diagnosis of
myocardial infraction. (1 x 5 = 5)
• Mention spirometry criteria for diagnosis of

bronchial asthma. (2 x 2 = 4)

Modified Essay Questions (MEQS)
• This is a special type of essay question that consists of a
case followed by a series of questions that relate to the
case and that must be answered in the sequence asked.
• A well-written MEQ assesses the approach of students

to solving a problem, their reasoning skills, and their
understanding of concepts, rather than recall of factual
knowledge
• It is scored with clear marking scheme

• A 50 years old female, hypertensive presents in with
retrosternal chest pain of 2 hours duration in
emergency. Her pulse rate is 110 bpm and BP 90/70
mmHg. The 12 leads ECG shows ST elevation in Lead I
& avL.
• What is the most likely diagnosis? (3)
• ST elevation lateral wall myocardial infarction (3)
• lateral wall myocardial infarction (2)
• myocardial infarction (1)
• Enlist 3 investigations to confirm the diagnosis. (1x3=3)
• Troponin T level, CPK MB, ECHO
• Mention 2 intervention for management. (2x2=4)
• PCI, Thrombolysis

• A 40 years male has episodic cough for last one year, increases
on exposure to dust and smoke. Cough is dry, disturb his sleep
and keep family awake. He had similar episode of cough during
child hood.
• What is the most likely diagnosis? (1)

• Bronchial Asthma
• Mention the test used to confirm the diagnosis. (1)

• Spirometry
• How will you confirm the diagnosis? (1.5x2=3)

• Spirometry findings: obstructive ventilatory defect
• >= 15% reversibility in FEV1

Exercise: MEQ
• Write 1 MEQ from you own discipline

Observational Methods
and
Practical Examination

Observational Techniques
• Is especially used in evaluating psychomotor skills
and attitude.
It includes:
1. Check list
2. Rating scale and
3. Anecdotal report

Check list
• It consists of list of behavior or characteristics (on its
one hand column) that are essential to a success
performance.
• The next hand column calls for simple “ Yes/ No”

judgment.
• An additional column to jot down the observation

made might be useful to give feedback to the students.

Sample of Check list for dressing procedure
• Name of students--------- Programme---------Year-------- Posted at--
S.N. Behavioral criteria Response Remarks
Yes No
1 Prepare the dressing trolley
2 Explain the procedure
3 Arrange equipment conveniently
4 Keep patient in comfortable position

and maintain privacy
5 ----------------------------------------

Uses of check list
• It is used to assess those competencies areas that
are critical for gaining the proficiency in the clinical
field.
• With check list the observer can only record whether

certain behavior or characteristics is present or
absent
• It can not be used to find out the degree or

frequency of occurrence.
Rating Scale
• It measures the degree to which characteristics are
present.
• It does not mere just note the absence or presence

of desirable behavior.
• It locate the behavior in a continuum and notes the

qualitative and quantitative abilities.

Components Of Rating Scale
• Typically rating scale consists of a set of
characteristics that is to be judged on the left
hand column and some type of scale on the
right hand side indicating degree to which each
attribute is present.
Thus the components of rating scale are :

1. Stimulus Variable (Criteria): quality to be rated.
2. Response (Options) for rating

Types of Rating scale
1. Graphing Rating Scale
2. Numerical rating Scale

Graphing Rating Scale
• The graphic rating scale is rather broad and here qualifying
words are used rather than numbers.
Example:
Observers never seldom usually always

working hours
Ability to get poor Fair Good Best

along with
others

Numerical rating
This is one of the simplest type of scale whether the
rater has to simply mark the number representing
some qualitative judgments. Some options as the
standard of reference are given here:
A. 1-unsatisfactory, 2-Below average, 3- Average, 4-
above average, 5- outstanding.
B. 1-poor, 2- Fair, 3- Average, 4- good, 5- best
C. 1- never, 2- seldom, 3- occasionally, 4- frequently,
5- Always
D. 1- unsatisfactory, 2- satisfactory, 3- Good, 4- Very
Good, 5- Excellent

Example of Numerical Rating Scale
Direction: indicate to what degree student performed during her practice
teaching by marking her behaviors under appropriate response.
Key: The number represents the values as follows;

• 1-unsatisfactory, 2-Below average, 3- Average, 4- above average, 5-
outstanding
SN criteria Responses Remarks

1 2 3 4 5
1

Common Errors in
Rating
1. Personal Bias
2. Halo Effect
3. Logical error

Personal Bias
Personal bias error results from evaluators’ natural tendency
to rate all the students at approximately same position on
the scale.
1. Generosity Error or Leniency Error: The most common type

of bias occurs with the evaluator's natural tendency to rate
the students at high end of the scale only.
2. Horn effect : Another error occurring less frequently is
called Severity error or horn effect, in which the rater favors
the lower end of rating in scale continuum.
3. Central tendency error :There are some raters who
avoid both extremes of the scale and tend to rate every
student within a very narrow range around the center in the
rating scale. This tendency to rate everyone at average is
called Central tendency error.
Halo Effect
• It is an error when the evaluator’s general
impression of the student influences how he/she
rates him on individual characteristics.
• There is tendency of an evaluator to rate the

student’s performance as a whole on the basis of
good impression about his/her previous one or two
performance.

Logical Error
• It results when the evaluator rates the student
high on one characteristics because he/she scored
high on the other character that is related to one,
which is being measured.
• In this situation a student may be rated higher

than he/she should have been.

Principles of Effective rating
1. The rating scale must specify who is being rated and for
what purposes.
2. It must specify the total weight carries .
3. The trait/ criteria to be rated must be educationally
significant or must be representative of the essential
competencies.
4. The characteristics /criteria must be directly observable.
5. The points on the scale must be defined.
6. Rating from different observers must be combined
whenever possible.
7. Raters must be instructed to omit ratings when they feel
unqualified to judge.
Anecdotal Report
• Anecdotal reports are factual description of the
meaningful incidents and events , which the clinical
teacher /supervisor observe in a students and record it on
plain paper or form.
• Factual description of event:
• what happened?
• to whom?
• When ?
• Where ?
• Under what circumstances?
• Who observed ?

Benefits of Anecdotal Report
• It provides the description of actual behavior in natural
situation and that provides check on other evaluation
methods.
• It makes possible to gather information on events that is

exceptional but significant.
• It acts as a means of directing teacher’s individualized

attention to the students.
• It provides cumulative record of student’s progress in

competency development.
Limitation
1. Time consuming
2. Difficult for evaluators to maintain the
objectivity( less reliable)
3. Difficult to obtain the sample behavior to
generalize (lacks validity)
4. There is tendency on the part of evaluators to
observe only negative incidents and neglect the
positive incidents.

Principles of writing Effective Anecdotal
Notes
1. Select meaningful event.
2. Observe and record enough of the situation to make the
behavior/incidents meaningful.
3. Record the incident as soon as possible after the observation
was made.
4. Always to note the description of a single event.
5. Keep the factual description of the incident and your
interpretation separate.
6. Record both positive as well as negative incidents.
7. Collect a number of anecdotes on the student before drawing
inferences concerning typical behavior.

Practical Examination
• Used to assess psychomotor skills and
attitudes of health professional
• To assess the clinical competence in health
professional
• Two types :
• OSPE
• OSCE

OSPE
(Objective Structured Practical
Examination )
• It is an assessment tool that would test student’s
competence in laboratory setup.
• Methodology :
• Written station
• Practical station

Advantages
• Fair and reliable as all the student’s are exposed to
same situation
• Multiple psychomotor skills and their related
knowledge may be assessed within a limited time
• A large students can be assessed within given time
• More objective evaluation as tool is structured and
there is no room for examiner’s opinion to enter
• Transparent and fair as responses are documented

Disadvantages
• Tools formulation is time consuming
• Planning and organization of OSPE is time

consuming
• As measurement here follows the principle of

reduction in terms of time and content , student’s
performance in totality cannot be measured

OSCE
(0bjective structured clinical examination )
• Assess the component of clinical competence in communication
skills, decision making ,psychomotor skills and the knowledge
competency as specified in instructional objective
• Such as
• History taking
• Physical examination
• Simple procedure
• Communication
• Attitude
• Response station
Do the procedure practically and observer will be there to
measure student’s achievement
Oral examination
• More probing and requires using deep explorative
thinking on the part of the students
• It is also helpful in assessing communication and

attitude as well.
• This type of method is less reliable and cannot

validate psychomotor and attitudinal skills of the
learner.

Thank You

Evaluation MN - SSA

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Evaluation

• Thus evaluation is the process of judging the value or

• In broad sense, educational evaluation is concerned

Tuesday, April 21, 2020 Siddeshwar Angadi - CMC 2

• This definition highlights the relationship

Tuesday, April 21, 2020 Siddeshwar Angadi - CMC 3

Tuesday, April 21, 2020 Siddeshwar Angadi - CMC 10

Tuesday, April 21, 2020 Siddeshwar Angadi - CMC 12

• Based on the nature of measurement

• Based on method of interpreting results

Tuesday, April 21, 2020 Siddeshwar Angadi - CMC 13

Content focus Detailed, narrow Generalised/broad

Methods Daily assignments Tests

Frequency Ongoing At the end

Tuesday, April 21, 2020 Siddeshwar Angadi - CMC 14

Based on method of interpretation of results

• What should we assess?

• When should we assess?

• How should we assess?

Tuesday, April 21, 2020 Siddeshwar Angadi - CMC 18

Tuesday, April 21, 2020 Siddeshwar Angadi - CMC 20

To do = To know x To be able x To want to

Tuesday, April 21, 2020 Siddeshwar Angadi - CMC 24

• To determine the level of student’s clinical

• To become aware of specific difficulties of

• To help students become increasingly self-

• To provide additional motivation of

• Each method has its limitation

• Variety of methods are employed to overcome

• Selection depend on the purpose for which the tool is

Tuesday, April 21, 2020 Siddeshwar Angadi - CMC 27

• Depend on the purpose for which the tool is

• For formative purposes, such as diagnosis,

Tuesday, April 21, 2020 Siddeshwar Angadi - CMC 28

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4/21/20 Siddeshwar Angadi - CMC 32

• The quantitative test can be classified into three

3. Practical technique: in practical technique type of

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These techniques are classified into five categories:

3. Observation technique: it is used in all the stages

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5. Rating scale: the rating scale is used for assessing

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• Several written assessment formats are available to

• Every format has its own advantages and

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• Multiple Choice Questions (MCQ)

• Short Answer Questions (SAQS)

• Modified Essay Questions (MEQ’S)

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• Critics of MCQs claim they

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R-type: Extended Matching Items

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• But end up with testing isolated facts.

• Students are good at memorizing the facts.

• Learn by heart, regurgitate it in the exam and the very

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