PRESENTATION

ON
ASSESSMENT


SUBMITTED TO:
Respected sir
SUBMITTED BY:
Mr. Sanjay Kumar Gupta
Sukhmani
Asst Prof. SINPMS Badal M.Sc Nursing 1st year
INTRODUCTION OF ASSESSMENT


 Assessment plays a crucial role in education
process. It determines much
of work students .Assessment plays a crucial role in
education process. It determines much
of work students undertake (possible all in case of
most strategic students), affects their approach to
learning and it can be argued, an indication of which
aspect of course is valued most highly. It is most
important to clarify some of the fundamental
principles and issues, which need to be applied to
the design of an assessment strategies for any
module and programme.
 Definition of Assessment

 Assessment is defined as evaluation or
appraisal; it is about making judgement ,
identifying, the strength, weakness, good,
bad, right and wrong.
It is more than simply giving marks or grades
although that may be part of it.
 PURPOSES OF ASSESSMENT

 Assessment is a continuous process.
 The objective should be stated in terms of behaviour and
content in which behaviour is to operate.
 It determine to what extent the objectives of course are being
met.
 Identifying and defining the education objective for maximum
benefit.
 Method of assessment to be selected for purpose to observe
and type of behaviour to be measured.
 Proper use of assessment technique requires awareness
about limitation as well as their strength.
 Adequacy of experience should be made in terms of
excellence of performance and quality of experience.
PRINCIPLES OF ASSESSMENT

 RELIABILITY
Assessment always should be reliable. II. particular
assessment was totally reliable, ases or act
independently using the same criteria and marks
scheme would come exactly, the same judgement
about a given work in the interest of quality,
assurance standards and fairness while recognizing
that complete objectivity is impossible to achieve; it
comes to summative assessment, it is a goal worth
among for assessment criteria, vitally important in
attempting to achieve reliability.
 Relevance and
transferability

 It is much evident that human beings do not find it
easy to transfer skill to one context to another and
there is a debate as to whether transferability is in
itself a separate skill which needs to be taught and
learnt. Transfer of skill is certainty more likely to be
successful, when the context in which it is
developed and used. It is also true to say that
academic assessment has traditionally been based
on a fairy narrow range of task with arguably an
emphasis on knowing rather than doing, therefore
tended to develop a fairly narrow range of skill.
 Cont.


Validity
Objectivity

 Practicability
 Relevance
 Equilibrium
 Specificity
 Discrimination
 Efficiency
 Time
 Test of usefullness
 Precise and clear
 Ease of scoring
Types of assessment

 Formative assessment
 Summative assessment
 Types of Assessment

 These are the following types of assessment:
 1. Formative Assessment
The collection of information about a student'
learning during the progression of course of
programme in order to improve the student's
learning.
Example
Reading the first lab reports of the class to
assess whether some or all students in the group
need a lesson on how to make them succinct
and informative.
 Characteristics of formative
assessment

 Provides the student with a report on his progress and gain.
 Stars with comment of programme until the time gets
completed.
 Informs students about the extent of learning.
 Enables learning activities to be adjusted in accordance
with progress made over.
 Useful in guiding the student and prompting him to ask for
help.
 It is carried out frequently, whenever the students/teacher
feel it as necessary.
 Provide the teacher with qualitative and quantitative data
for the modification of his teaching.
 Types of formative
Assessment

 Observation during class activities
 Homework exercise as review for exam and class discussion.
 Reflection journals that are reviewed periodically
during semester.
 Question-and-answer session, both, formal-planned and
informal-spontaneous.
 Conference between the instructor and the student at various
points in semester.
 In the class activities where students informally present their
results.
 Student, feedback collected by periodically answering specific
questions about the instructions and then self-evaluation of
performance.
2. Summative Assessment

 The gathering of information at the conclusion of
course, programme or undergraduate course to improve
learning or to meet accountable demands:
• When used for improvement, impacts the next cohort of
study taking the course or programme eg. examine
student's final exam in a course to see if certain specific
areas of the curriculum were understood well and
analyzing senior projects for the ability to integrate
across disciplines.
• Summative assessment takes place after the learning
has been completed and provides information, feedback
that sums up the teaching and learning process.
 Characteristics of summative
assessment

 Certifying evaluation is designed to develop
competent personnel from practising.
 To place students in order of merit.
 Justifies the discussion as to whether they
should move upto the next class or be
awarded degrees or diplomas.
 Carried out less frequently at the end of a
period of instruction.
 Types of summative
assessment

 1. Criterion-referenced assessment: A score that
compare a student's performance to specific
standards:
 The student is assessed in reference to some student's
outcome that can be expected as a result of an educa-
tional experience.
 Criteria are qualities that can a provide the evidence of
the achievement of goals or outcome, such as
comprehensive of concept introduced or reinforced,
communication of art work.
 It makes sense to assess in terms of what a teacher
believe was taught.
 
 2. Diagnostic assessment:
 Diagnostic assessment can help you identify
your student's current knowledge of a subject,
His skill and capabilities are judged and
misconceptions are classified bef teaching
takes place. Knowing students strengths and
weaknesses can help you better plan what to
teach and how teach it.
 
 3. Alternative assessment: A term for
assessment that departs from the tradition
multiple choice, norm referenced test such as
coding line art criticism discussion,portfolio
review, rating performance or art product on
criteria established by the teacher and
students, journal, authentic task assessment
and direct observation of a student's
performance.
 
 4. Authentic assessment: Assessment the
files meaningful and real life learning
experience. It includes recording evidence of
the learning process, application in product,
performance, perception of visual and audio
relationship.
 5. Performance: An observation of process
of creating an answer or product that
demonstrates a student's knowledge and skill.
 ADVANTAGES OF ASSESSMENT
 
Improves Learning Outcomes: Identifies students'
strengths and weaknesses, enabling targeted support and
tailored instruction.
 Encourages Continuous Learning: Regular assessments
keep learners engaged and motivated to improve.
 Provides Feedback: Offers valuable insights to both
students and teachers, promoting self-reflection and
instructional improvement.
 Measures Progress: Tracks academic or skill
development over time, helping evaluate the effectiveness
of teaching strategies.
 Supports Decision-Making: Informs curriculum design,
resource allocation, and interventions based on data-driven
insights.
 Cont.

 Enhances Accountability: Holds educators and learners
accountable for achieving learning objectives.
 Prepares for Real-World Scenarios: Simulative or
practical assessments develop problem-solving and critical-
thinking skills.
 Encourages Goal Setting: Helps learners set realistic,
measurable goals to improve their performance.
 Facilitates Fair Evaluation: Standardized assessments
ensure consistent and objective measurement of
competencies.
 Promotes Self-Improvement: Encourages learners to
take responsibility for their growth by identifying areas
needing focus.
 DISADVANTAGE OF ASSESSMENT



1. Stress and Anxiety
 Impact on performance: Assessments can create stress, especially high-
stakes ones, which may affect the ability of individuals to perform at their
best.
 Negative emotions: They may discourage students or employees who
struggle under pressure.
 2. Narrow Focus
 Limits creativity: Some assessments prioritize rote memorization over
critical thinking, problem-solving, or creativity.
 Misses broader skills: Standardized or rigid assessments may fail to
evaluate interpersonal, emotional, or practical skills effectively.
 3. Bias and Inequity
 Cultural bias: Assessments might favor individuals from certain cultural or
socioeconomic backgrounds.
 Accessibility issues: They may disadvantage individuals with disabilities
or language barriers if accommodations are inadequate.
 
 4. Overemphasis on Results
 Surface learning: Individuals may focus solely on
passing the assessment rather than understanding the
material deeply.
 Performance pressure: Excessive emphasis on
assessment results can lead to unhealthy competition
or unethical practices (e.g., cheating).
 5. Cost
 Designing, implementing, and grading some types of
assessments (especially standardized tests or
certifications) can be expensive for institutions or
organizations.
 
 6. Inaccuracy in Measuring Ability
 One-size-fits-all approach: Assessments often assume a uniform
standard, which may not reflect individual learning styles or diverse
talents.
 External factors: Results can be influenced by factors like health,
mood, or personal circumstances, rather than true capability.
 7. Potential for Misuse
 Judgment errors: Assessment results may be used to unfairly
label or categorize individuals.
 Career limitations: Poor assessment performance may limit
opportunities without considering potential or growth.
To overcome these disadvantages, assessments should be carefully
designed to be fair, inclusive, and aligned with broader learning or
organizational goals.
 BIBLIOGRAPHY

 K.P Neerja. Textbook of nursing education, ed-Ist, Noida Jaypee brothers,
2003 , Pp 268-78
 Pramilla. N. Nursing communication & technology, ed-1 st,New Delhi.
Jaypee Brothers, 2005.Pp 258-90
 B.T Basvanthapa, Nursing Education, ed-Ist. Noida, Jaypee Brothers,
2003, Pp 413-16
 Sharma k. Dinesh, Communication and educational technology, ed-Ist,
Jalandhar Lotus Publication, 2008. Pp 223-25
 Gupta Sanjay’s ‘’Text Book of Nursing Education’’ Published by Kumar
Pubishers, pp 191 - 125
 Journal of Indian education, 01- june-2021
 www.wikipedia.com
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