EVALUATION IN EDUCATION 090710 Dr Kusum Gaur Asso

EVALUATION IN EDUCATION 09/07/10 Dr. Kusum Gaur Asso. Prof. PSM WHO Fellow for IEC

Is that website good enough to surf? 2

This one looks good, but How can I be sure? 3

Think of CARRDSS · · · · CREDIBILITY / AUTHORITY ACCURACY RELIABILITY RELEVANCE DATE SOURCES BEHIND THE TEXT SCOPE AND PURPOSE

There are other questions in life! · Which car should I buy? · Should I take this medication? · Should my child have this surgery?

Just as we evaluate our website to surf. . . We have to take decisions on the basis of some Criteria

Evaluation is important! To draw conclusions and make new predictions.

Evaluation · What is evaluation? · Why to evaluate? · How it is done?

What is evaluation? Ø Evaluation is systemic determination of merit, worth and significance of something or someone using criteria against a set of standard. (en. wikippedia. org/wiki/evaluation) Ø Evaluation is to draw; to assess; to compute an expression (en. wikitionary. org/wiki/evaluation) Ø Evaluation is the process of making judgment based on criteria and evidence. (www. sbctc. edu/College/eassessglossary)

What is evaluation? Evaluation is the process of examining a subject and rating it based on · its important features · i. e. criteria Ø 10

Why to Evaluate · · · Accountability Validating our hypothesis Comparison Knowing Status Knowing Needs Planning further · PURPOSE……. . .

Why to Evaluate…. · Measures the effectiveness of the instructor · Measures the effectiveness of impact in meeting objectives · Provide feedback to students · Provides students gratification and motivation. . .

To be Known before How to EVALUATE ? For Quality Evaluation

Quality Evaluation How the evaluation will be done Criteria Questions Quality Techniques Methods

Criteria Certain standard on which the achievements of a learner is measured

Good Quality Criteria · · · Validity Reliability Reproducibility Sensitive Specific (VRRSS)

Types of Evaluation · As per Quality of Evaluation · Quantitative · Qualitative · As per Time of Evaluation · Formative · Summative · Pre – Post Evaluation

Formative v/s Summative Evaluation Quality Formative Summative Purpose detect strengths & weakness Overall achievements Frequency During or end of unit In end – point of certification, promotion Area covered One unit/no. of units Course content Administrative utility Advisory, not always for permanent record Decisive, for permanent record Feedback to students Done immediately Inform regarding pass or fail Feedback to faculty If significant no. shows error than weakness in Overall pass or fail

Questions Cognitive Domain (Knowledge) (25 -40%) Affective Domain (Impact) (25 -40%) Psychomotor Domain (Skills) (25 -40%) Evaluation Questions should Include Each level of Evaluation

*Levels of Evaluation Ø Level I – Reaction v. How did the student react to the class? Ø Level - II Learning √ v. What has the student learned? Ø Level III – Skill √ v. How much did the student retain? Ø Level – IV Impact √ v. What is the final impact or practical application of this learning?

Techniques of Evaluation 1) 2) 3) 4) 5) 6) Teaching dossiers Student ratings Peer observations Interviews Portfolios Classroom Assessment · Evaluation should use a combination of strategies to take advantage of their inherent strengths as well as their individual limitations.

Methodologies § Project Assignments § Observation § Simple Observation § Think-aloud (let the examinee explain) § Constructive Interaction § Query via § Interviews § Focal Group Discussion (FGD) § Questionnaires Combinations of methodologies should be used

Summary of Methodologies Type Strengths Weaknesses Project Assignment Creativity Skill Judgment Time Consuming Analysis is Difficult Observational Skill Judgment In Depth Less Planning require Time Consuming Analysis is Difficult Interview Depth High Response Communication skill Extensive Planning Time Consuming Analysis Difficult Focus group discussion (FGD) Group Energy Extensive Planning Communication skill Analysis Difficult Interpersonal Relationship Questionnaire Extensive in Use In Depth Easy Analysis Extensive Planning

Tests v. Written v. Questionnaire v. Practical v. Project Assignment, Case Study, Observation, Interview, FGD v. Oral v. Interview, FGD 35

Written Tests § Multiple Choice § True/False § Matching § Completion or fill in the blank § Essay § Short Notes § Long Essay 36

How to EVALUATION Process of Evaluation

Process of Evaluation (9 Steps) Planning Step 1. Define Purpose & Scope Step 2. Specify Evaluation Question Step 3. Specify Evaluation Design Step 4. Create Data Collection Action Plan Step 5. Data Collection Step 6. Data analysis Implementation Step 7. Finding data Inference Step 8. Disseminate Information Step 9. Feedback for improvement Feedback

Data Collection Action Plan ØDecide level of Evaluation ØType of Evaluation Technique ØWhat Evaluation Questions ? ØFrom whom/Data Sources ? ØBy whom ? ØWhen Collected ? ØHow Data are to be Analyzed ?

Accreditation Council for Graduate Medical Education (ACGME) · Six General Competencies: v. Patient Care v. Medical Knowledge v. Practice-Based Learning v. Interpersonal and Communication Skills v. Professionalism v. Systems-Based Practice

Choosing an Evaluation Method why in process: Purpose of evaluation When in process: Formative vs. Summative style of evaluation: laboratory vs. field type of measures: qualitative vs. quantitative level of information: high level vs. low level resources available: time, subjects, tools & equipment, expertise etc.

Example · Which type of test is most commonly used for state or national certifications? A. B. C. D. True/False Matching Multiple choice Fill in the blank 50

Goal of Evaluation Improvements Feedback Status Evaluation

“If you can not measure it, you can not improve it. ” so Evaluation is important Dr. Kusum Gaur Asso. Prof. PSM WHO Fellow IEC