Strategies for Assessing and Evaluating Learning Outcomes

Objectives:
1.
2.
3.
4.

What is the difference between assessment and evaluation?

What are the different Teaching Strategy?
What are there disadvantages and advantages?
How can we successfully implement those Teaching Strategy?

Assessment and Evaluation

Assessment- basically means obtaining information for specific purpose.

The information collected may be quantitative or qualitative depending on how it is used( Brookhart, 2005).
Definition of assessment is quite similar to formative evaluation

Main Purpose of Assessment

Is understanding and improving student learning (T. A. Angelo 2006)

Types of Assessment
1. Formative Assessment - Usually carried out at beginning or during a programme, e.g. coursework which gives feedback to
students.
2. Summative Assessment - Assessment that summarises student learning at end of module or programme
Evaluation
-

Is term that is more commonly associated with summative evaluation which takes assessment to the next level of judging the
value
Summative evaluation suggests that the decision may be made. In clinical disciplines, clinical instructor must evaluate student
attainment of course outcomes and defined program competencies.

Selecting Strategies
-

The strategies discussed in this chapter provide faculty with a variety of techniques to use to assess and evaluate students
learning outcomes.
The idea of adapting a teaching strategies as an assessment tool allows students to practice the same process by which they
will ultimately be evaluated.
Major Reason for faculty to consider new assessment and evaluation are so they can:
1) Better assess and evaluate all domains of learning
2) Assess higher levels of the cognitive domain ( e.g. analysis, synthesis)
3) Assess critical thinking
4) Prepare students for licensing or certification examination

The major challenges of using these strategies include:

1) The time it takes to use the strategy
2) Difficulty in establishing validity and reliability of data- gathering instruments and methods
To avoid some of pitfalls, associated with these strategies, mentor/faculty should the following
1) Clearly delineate the purpose of the assessment and evaluation
2) Consider the setting in which the learning and assessment and evaluation will take
place
3) Choose the best assessment and evaluation strategy for the purpose
4) Determine the procedure for the strategy selected

5) Establish validity and reliability of the strategy

6) Assess and evaluate to overall effectiveness of the process
Purpose
Purpose of assessment and evaluation is to ascertain students have achieved their potential and have acquired knowledge,
skills, and abilities. The instructional goals and course objective will indicate the type of behaviour ( cognitive, affective or
psychomotor ) to be assessed.
Type of behaviour/ Domain of
Learning
Cognitive
(demonstrate: Knowledge,
Comprehension, Application,
Analysis, Synthesis, Evaluation)

Teaching and learning activities

Lectures
Tutorials
Discussions
Laboratory work

Assessment

Affective ( Integration of beliefs,

Ideas and Attitudes)
Psychomotor ( Acquisition of
Physical skills)

End of module exam.

Multiple choice tests.
Essays.
Reports on lab work and
research project.
Interviews/viva.
Practical assessment.
Poster display.
Fieldwork.
Clinical examination.
Presentation.
Portfolio.
Performance.
Project work.

Clinical Work
Seminar
Group work
Peer Group presentation

Domain of learning
Domain of learning
Cognitive knowing or thinking
Recognise and apply the basic principles of classroom management and discipline.
Identify the key characteristics of high quality science teaching.
Develop a comprehensive portfolio of lesson plans
Affective- feelings
Display a willingness to co-operate with members Participate successfully in Peer Assisted Learning project
Psychomotor
Demonstrate good classroom presentation skills
Perform laboratory practical work in a safe and efficient manner.

Setting
Another critical factor to consider is the setting in which the instruction and assessment will occur. Most faculty are comfortable
in traditional classroom setting, but more than half of all nursing schools are now using form of computer- based learning support. For

some, technology provides an adjunct or supports to the nursing course. For others, the entire course is web- based and delivered
online.
Choice of strategy
When choosing the best strategy for the purpose , faculty must weigh the advantages and disadvantages of each strategy.
Faculty should consider time for preparation, implementation and grading. Other issues such as cost.
Procedures
Any procedures must be well planned, the strategy must be pilot- tested before it is fully implemented.
Validity and Reliability
In determining validity,faculty must ask whether the assessment technique is appropriate to the purpose and whether it
provides useful and meaningful data (Linn and Gronlund, 2005). Faculty must consider the fit of the assessment strategy with identified
objectives. It is a challenge to develop sound criteria for assessment that accurately reflect the special outcomes, objectives, and
content.
To establish Face Validity, faculty must seek input from colleagues by asking question such as Do these criteria appear to
measure what my objectives are? In addition, obtaining the opinion of other content experts can assist in determining whether there is
adequate is adequate sampling of the content. traditional approach.
According to Gronlund (2006), asserts that this view is being replaced by validity as a unitary concept, based on several different
categories of evidence( Face- related evidence, content- related evidence).
Effectiveness
After the assessment strategy is implemented, it is essential to determine its overall
effectiveness.
Issues related should be examined as well.
1) Was the strategy an effective use of resources( time of students and faculty and
financial resources)
2) Were there adequate data to determine if the learning outcome was met?
3) Are there any problem with the implementation of the technique?
4) Would the faculty consider this strategy to be a good choice for future use?
Matching the Assessment Strategy to the Domain of Learning
Educators must also be mindful of the domain learning being assessed and evaluated
Type of behaviour/ Domain of
Learning

Teaching and learning activities

Assessment

Cognitive
(demonstrate: Knowledge,
Comprehension, Application,
Analysis, Synthesis, Evaluation)
Affective ( Integration of beliefs,
Ideas and Attitudes)

Lectures
Tutorials
Discussions
Laboratory work
Clinical Work
Seminar
Group work
Peer Group presentation

Written Examination

Psychomotor ( Acquisition of
Physical skills)

Particularly important in
nursing

Simulations

The taxonomy of Affective Assessment and Evaluation as applied to nursing ( Krathwohl, Bloom, & Mases, 1964).

List five Behavioral Categories

1) Receiving- Willingness to receive information
2) Responding- Active participation in own learning
3) Valuing - Commitment to a value
4) Organization of values- Comparing, relating, synthesising values
5) Characteristics of values - Integration of beliefs, ideas and attitudes
Examples of Areas In which nursing students encounter the Affective Domain include:
1) Socialization to the roles of the nurse
2) Caring of patient ( dying, spirituality needs, working with sexuality concerns and culturally competent
Critical thinking and Written communication

Objective

On successful completion of this

module, students should be able
to:
Summarise evidence
from the science
education literature to
support development of
a line of argument.

Exceeds expectation

Meets Expectation

Below Expectation

90-100%

75-90%

<75%

Outstanding use of
literature showing
excellent ability to
synthesise evidence in
analytical way to
formulate clear
conclusions.

Communicating Grading Expectation

Adequate the
introduction the
conclusion
And
Transition are ordinary
but purposedfully
connect content

Missing the introduction

Poor use of literature showing lack
of ability to synthesise evidence to
formulate conclusions

Strategies for Assessing and Evaluating Learning Outcomes

Techniqu
e
Portfolio
(paper or
electronic
)

Domain and
assessment
High level
cognitive
Affective
Psychomotor (if
video)
Formativ
e
summativ
e

Possible application
Placement in
program of study
For evidence of
progress
Outcome measure
for individual or
program
Marketing tool for
job placement

Advantages
Broad
sample of
student
work
Document
s
Identifies
students
strength
and
weakness
es
Reflection

Disadvantages

Issues

Time
for
collection
and
grading
Need
storage
place
Additional
expenses
with
electronic
portfolios
Time needed for
learning

Ownership
of the
portfolio
Responsibilit
y for
collection
Non
selective or
selective
portfolio

Purpose
1) As proof of achievement
2) As an outcome or assessment measure of a program
Assessment of student work may occur during the course(formative)
At the end of the course(summative)
3) As marketing tool for job placement
4) For student in a program of study
Note: it is important that clearly established be identified for the assessment and evaluation of the portfolio

Regardless to format, portfolio, are used to obtain broader sample of student performance( Gordon, 2003), but they have
more recently become common place in education and nursing education

Advantages

Identification of students strength and weaknesses

Evidence of progress or accomplishment
Allows student to make improvement
Reflection

Disadvantages

Time needed to provide feedback and grades\

Takes time to determine validity and reliability
Expenses

Ownership of the portfolio

Responsibility of for collection
Use of non selective versus selective portfolio

Issues

Technique

Domain and
Assessment
High- level
cognitive
Formative
Summative

Reflection

Possible
Application
Selfassessment
Integration of
learning can be
demonstrated
Critical thinking
can be assess

Advantages

Disadvantages

Issues

Active student
involvement
Encourages
students to form
connection
within and
between content

Time consuming
for both
students and
faculty
Student
frustration with
lack clarity of
assignment

Grading criteria
can be
developed
Requires a high
degree of trust
May want to
consider
anonymous
grading

Description
1) Development of self assessment via the mechanism of reflection is an essential component of professional
development ( Benner,Leonard, Day, 2009)
2) Self- monitoring of clinical practice ( paying attention to clinical action while in the moment, purposely examining the
impact of ones actions, and using the insight to improve future thinking and practice).(epstien, Seigel and Silberman,
2009)
Create more thoughtful, self aware and reflective practitioner who will ultimately contribute to
improved quality of care

Purpose
1) Allows faculty to view the students ability fully consider a question, an experience or thesis
2) Allows faculty to assess students understanding and helps students expand critical thinking skills (Atchison et al.,
2006)
Advantages

Provides opportunity to examine critical thinking and values awareness

Disadvantages

Requires time for both students and faculty

Student frustration with lack clarity of assignment

Issues

Grading criteria can be developed

Requires a high degree of trust
May want to consider anonymous grading

Providing Feedback to student reflections requires thoughtful responses by faculty

Seven Components for Responding to Writing
Praising
Providing positive reinforcement

Describing

Providing reader- based feedback

about ones own reaction and perception
of the students

Diagnosing

Determining the students own unique

knowledge, attitudes and abilities

Judging

Evaluating the sufficiency, level, depth,

and completeness of students
responses
Predicting potential directions for
improving students responses

Predicting and reviewing

growth
Record keeping

Keeping a record to chart changes

across the time in students performance

Recognizing/ praising growth

Giving students recognition/praise the

demonstrating growth

Technique

Domain and
Assessment
High level of
cognitive and
affective domain
Formative
summative

Papers

Possible
Application
Critical skills
Writing skills
Synthesis of
ideas

Advantages

Disadvantages

Issues

More in depth
information in
area of interest

Subjectivity in
grading
Limited sample
of ability

Reliability
Grading criteria

Writing is the
scholarly model
of for self
expression

Description
Can be used to demonstrate organizational skills, critical thinking and written communication while encouraging
creativity. Papers are written reports.
Advantages

Helps the students clarify their own thinking

Learn to write better

Disadvantages

Technique
Essays

Time involvement
Faculty may become distracted from the content of the paper

Domain and
Assessment
High level of
cognitive and
affective domain

Possible
Application
Critical skills
Writing skills
Demonstrate

Advantages

Disadvantages

Issues

Shorter than a
paper
Easy to

Less sample of
content
Time to write

Reliability
Grading criteria
Clarity of

Formative
summative

decision
making,
rationale

construct and
administer
Creativity

and grade

question

Description
Can be used to demonstrate organizational skills, critical thinking and written communication while encouraging
creativity.

Technique
Oral (verbal)
questioning

Domain and
Assessment
All ranges of
cognitive
domain
Affective
Summative
Formative

Possible
Application
Evidence of
thinking process
with why
question
Evidence of
verbal skills
Defense:
determines
content mastery
and evidence of
synthesis

Advantages

Disadvantages

Issues

Quick to prepare
Inexpensive
Opportunity for
student to
receive
immediate
feedback

Perceived by
students as
threatening
Bias of
evaluator

Must determine
the difference
between
questioning for
teaching versus
assessment
Can be
subjective

Advantages

Disadvantages

Issues

Computer
based tool
available for
ectronics
submission
Works well for
students who
are highly visual
in their

Artistic students
may have an
advantage

Reliability
Grading criteria
Allow student
creativity

Examples of question to assess the Cognitive Domain

REMEMBER
1. Define ___________
2. List the five principles for ___________
3. Based on your assignment, what do you recall about _______?
UNDERSTAND
1. Explain the meaning of_______
APPLY
2. Demonstrate Handwashing
ANALYZE
3. What is the implication of _________?
EVALUATE
4. Explain the effectivesness doing _______.
Advantages

Technique
Concept
mapping

Domain and
Assessment
All ranges of
cognitive
domain

Possible
Application
Concepts
expressed in a
visual way
Shows
relationships
between among
topics

orientation
Description
This strategy provides a visual means for students to demonstrate their ability to think critically, organize information,
understand complex relationships, and integrate theoretical knowledge into practice ( Caputi, 2010).
Purpose
When concept mapping is chosen for assessment and evaluation, the purpose of the assignment will drive the
assessment criteria.
Example: assessment and evaluation criteria may include such things as a content analysis ( the number of items
included), the clarity of the organizational structure, accuracy of relationships, and categorization of of content.
Advantages
Demonstrates cognitive synthesis skills with a minimum of writing
Allows faculty to gain insight into the ways students assilimilate new information and how students are connecting the
material
Disadvantages

Difficult to follow
May be more challenging to interpret the students intent

Technique
Audio and video recording

Domain and
Assessment
All ranges of
cognitive
domain
Affective
Video gives
evidence of
psychomotor
domain
Formative
Summative

Possible
Application
Verbal skills
Interviews
Group
Discussion
Video captures
Non verbal
performance

Advantages

Disadvantages

Issues

Works for self

assessment

Maybe difficult
to get quality
recording for
each member
Requires time to
listen
Expense and
maintenance of
equipment

Requires consent
Student should
be aware of how
the recording will
be used
Confidentiality of
patient data is
critical

Description

Can be used to demonstrate communication skills, group process and interviewing skills
Audio recording allows the evaluator to focus on verbal communication without any distracters
While video recording captures more complete essence of the competencies being evaluated
Using a video camera to record student performance is useful

In audio/video recording, obtaining equipment is relatively inexpensive

Works well demonstration of mastery

Advantages

Disadvantages

Issues

In audio recording, It can be difficult to distinguished individual voices in group of participants.

In both audio and video recording, requires knowing how to position the video camera correctly
If patient is involved, consent is required

Technique
Patient Simulation

Confidentiality is an issue.

Domain and
Assessment
Psychomotor
High- level
cognitive
Affective

Possible
Application
Safe practice
Preparation
for clinical

Advantages

Disadvantages

Issues

Active
involvement of
students and
faculty
Team
interaction

Expensive
Specially
trained
personnel
including the
faculty
Small numbers
of active
students per
scenario

Integration into the

curriculum
Selection of scenarios
Opportunity ti practice
prior to evaluation
Equipment maintenance
Faculty education and
training personnel needs
Efficient scheduling of
students
Maintenance of
equipment

Description

Is the creation of a representation or model of a real life

In Nursing, simulation are used to provide a safe practice environment for both students learning and evaluation
Manikins are used.

High- fidelity simulation provides a safe environment to evaluate skills that are essential for quality nursing practice.
The combinations of video recording with simulation provides opportunities for debriefing with students
To evaluating individual skill performance and demonstration of higher thinking ,simulation allow for assessment of
team interaction.

Advantages

Disadvantages

Technique
Service learning

Expensive
Simulation units (place where to put)
Additional video recording equipments
Time for faculty
Can only accommodate only a small number of active participants.

Domain and
Assessment
High levels of
cognitive
domain
Affective
Formative
Summative

Possible
Application
Evidence of
complex
communication
and problemsolving skills
Teamwork of
group project

Advantages

Disadvantages

Issues

Authentic
learning and
assessment
Student
exposure to
diverse or
served

Time to
coordinate

Assessment
should include
outcomes for
student learning
and agency
satisfaction .

population