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answerswk1.docxEvaluation is in it's most basic definition is defined as “the process of making judgments about student learning and achievement, clinical performance, employee competence, and educational programs, based on assessment data” (Oermann, 2016).
The main purpose of a program evaluation is to meet the outlined standards and outcomes that are based off of evidence based practice and fundamental concepts that provides a quality, clear and effective evaluation (WCU, n.d.). Using evaluation to measure program effectiveness, individual course outcomes, and student learning objectives helps determine and maintain high quality outcomes while also promoting accountability through a systematic data collection where modifications can be made to improve programs, processes, knowledge, skills and attitudes of those involved (WCU, n.d.).
Program effectiveness
One way to determine program effectiveness for is through assessment of NCLEX rates. The NCLEX is a standardized exam that all pre-licensure nursing students must take in order to work as an RN. If the program has high passing level rates, then the program that the students are going through are properly and adequately preparing students to not only pass the exam, but also prepares them to be safe and competent nurses. This promotes accountability by ensuring that the programs curriculum meets NCLEX standard.
Individual course level outcomes
The CLOs are designed to outline what is expected of the students to learn in the course. The CLOs are clear and concise, realistic and achievable. Assessing course level outcomes (CLO) can be done in a variety of ways. Quizzes, tests, group projects, presentations are just some examples. The educator at the end will determine if students are meeting CLOs. Educators are responsible for ensuring students are meeting CLOs, as it is a reflection of if the students are comprehending the information being taught. If the information is clearly not understood, then the student should not be passed from the course. This ensures accountability.
Student learning objectives
At the end of each course, a survey is placed to assess if students feel like they met the learning objectives. Additionally, the students are allowed to give feedback on what went well, or what can be improved on for future courses. This allows the program, and those involved to collect feedback and make necessary changes . This is provides accountability because it incorporates the students feelings and attitude towards the learning objectives.
References
Oermann, M. (2016). Evaluation and Testing in Nursing Education (5th ed.). Springer Publishing LLC. https://online.vitalsource.com/books/9780826194893
West Coast University. (n.d.). Week 1 Presentation. https://webapps.srm-app.net/CanvasContent/SF/WCU_NURS_642_DE_TEMPLATE/Presentations/NURS_642_01/story_html5.html
According to Oermann and Gaberson (2017), evaluation is an important part of nursing programs. The authors also state that the purpose of an evaluation is to demonstrate the quality and extent of students’ learning and performance. Evaluation is essential because it allows the instructor to make important decisions and judgments about the quality of learning. Moreover, through the process of evaluation, instructors can not only get information about students’ competence but can also monitor the quality of the whole program or specific course objectives. Then, evaluating students’ outcomes leads to making important decisions about what needs to be improved (Oermann & Gaberson, 2017).
In addition, Oermann and Gaberson (2017) state that course outcomes and student learning objectives provide guidelines for learning and instruction, as well as a basis for their assessment. Therefore, in my opinion, it is important to evaluate them to ensure that they meet the requirements for the program’s accreditation and the increasing demands of the profession in the clinical setting. For example, based on the findings of the evaluation process, instructors may modify their teaching methods or provide additional activities. According to Oermann and Gaberson (2017), evaluation allows instructors to decide what activities and content to include so the students can meet the required learning outcomes.
Oermann and Gaberson (2017) state that evaluation promotes accountability for the quality of education that is provided to the students. The authors also state that educators are accountable for the teaching quality, the achieved outcomes, and the program’s effectiveness. Moreover, the programs are accountable for educating the graduates in their important roles. Therefore, this accountability can be achieved by evaluating the quality of teaching (Oermann & Gaberson, 2017). In addition, evaluation is important because it provides information about the effectiveness of the nursing program. Not only the program is evaluated during its development stages, but there is also an evaluation when a program is implemented which provides an opportunity for ongoing revisions. Program evaluation is done through data collection regarding its curriculum, alumni, and outcomes. In addition, program evaluation is essential because it leads to curriculum revisions and has an important impact on accreditation (Oermann & Gaberson, 2017).
In addition, Oermann and Gaberson (2017) state that there are two kinds of evaluation, which include the formative and summative kinds. The formative evaluation assesses the student’s progress in meeting the outcomes. Summative evaluation determines what the student learned in class or clinical settings (Oermann & Gaberson, 2017). As a simulation instructor for obstetrics rotation, I use both of these evaluation methods. I evaluate students’ knowledge before the simulation by having a discussion with them, during the simulation itself, and then, during the debriefing session after the simulation. I also evaluate the students by using the Creighton tool. These different evaluation times and methods promote my accountability as an instructor. I can evaluate if students meet the course/simulation objectives and if they are at the level where they should be in the nursing program. There are times when I see that I need to make changes to ensure that outcomes and objectives are indeed met. Maybe my instructions were not clear enough or maybe there is a gap between the taught material and students’ knowledge. Therefore, to be accountable, I provide additional explanations and activities to the students that help them understand and practice important concepts and skills. Li et al. (2019) state that nursing educators should provide students with adequate context to experience real-life situations so they can develop critical thinking and become competent. I use the evaluation process to make sure I am accountable to provide it to my students.
References
Li, S., Ye, X., & Chen, W. (2019). Practice and effectiveness of “nursing case-based learning” course on nursing student's critical thinking ability: A comparative study. Nurse Education in Practice, 36, 91–96. https://doi.org/10.1016/j.nepr.2019.03.007
Oermann, M. H., & Gaberson, K. B. (2017). Evaluation and testing in nursing education (Fifth). Springer Publishing Company, LLC.
Assessment, or evaluation, is said to be an important part of instruction, since it can evaluate if the goals of the education are being met or not (Why is assessment important?, 2008). It can affect how students are graded, placed in classes, advanced and instructional needs , and sometimes even funding. So simply put, they go hand in hand. There are five principles as it pertains to effective assessment. Below, they are listed along with ways I’d integrate them into my instruction and evaluations (Learning and teaching handbook: Principles of assessment, 2019): Valid evaluations: I would ensure that the evaluation would be designed to measure students’ achievement, amending any and all existing modules and programs. Reliable evaluations: I would ensure that there are clear/consistent policies and procedures for grading and for quality of assurance. Equitable evaluation: I would use diverse evaluation methods to allow students to demonstrate their understanding, skills and knowledges acquired. Explicit and transparent evaluations: I would ensure that students will be clearly informed of the purpose and requirements of all tasks and ensure that they are provided with the exact criteria for grading purposes. Washback (backwash) evaluations: this referees to influence education, and influence how students approach their own learning, which I will be sure to include in my teaching.
References Learning and teaching handbook : Principles of assessment. (2019). Durham University - Durham University. https://www.dur.ac.uk/learningandteaching.handbook/6/principles/ Why is assessment important? (2008, July 15). Edutopia. https://www.edutopia.org/assessment-guide-importance
Instruction and evaluation are two intertwining concepts that go hand in hand. Without the other, each is meaningless. As educators instruct, evaluation of the learner needs to take place to assure the learner achieves the desired outcomes as well as to see if the material is properly delivered. Planning of instruction and evaluation will utilize the five principles of effective assessment: 1) identify the learning objectives, 2) match the assessment technique to the learning goal, 3) meet the students needs, 4) use multiple assessment techniques, 5) keep in mind the limitations of assessments when interpreting results (Oerman & Gaberson, 2016). Learning objectives derived for the course will be strictly adhered to. Means of assessments should be appropriate to the material covered. Exams regarding critical care scenarios are best left as case students and not simple true/false questions. Meeting the needs of the students will be evident on the bell curve of the student success rate of examination. If the median score of the learners are in the 90's, then perhaps the examination is too easy. Conversely, if the median score is in the 50's, then likely the exam is too difficult. Multiple assessment strategies will be utilized to ensure that outcomes are met. Some assessments will come in the form of written exams with multiple choice, other will be short answer while others yet will be in the form of hands on evaluations like SIMs. Lastly the limitations of the assessments while interpreting results will be kept in mind. The benefit of the multiple assessment strategies will help to overcome assessment limitations as many learners are better at different types of assessments and a poor mark in one type does not necessarily reflect poor skills/knowledge overall.
Oermann, M. & Gaberson, Kathleen. (2016). Evaluation and testing in nursing education (5th ed.). Springer Publishing LLC. https://online.vitalsource.com/books/9780826194893
