Principles of Evaluation of Student Performance_Ch19

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Principles of Evaluation of Student Performance Chapter 19:

Principles of Evaluation of Student Performance Chapter 19 Galveston College EMS EMS Instructor Development 2009

Topics:

2 / 14 Topics Evaluation Purposes of Evaluation Reliability of Evaluation Process Validity of Evaluation Process Constructing an Evaluation Strategy Case Studies

Evaluation:

3 / 14 Evaluation Definition “Process of assessing whether the student has successfully acquired new capabilities.” Messages of Evaluation Importance of Different Tools Constructing Evaluation Tools

Purposes of Evaluation:

4 / 14 Purposes of Evaluation Formative versus Summative Evaluation High-Stakes Evaluations Low-Stakes Evaluations Bases for Evaluation

Reliability of Evaluation Process:

5 / 14 Reliability of Evaluation Process Must be consistent in measurement Must produce consistent results Interrater reliability Important within instructors Important within preceptors

Validity of Evaluation Process:

6 / 14 Validity of Evaluation Process Validity measures intended knowledge Evaluations must be valid Evaluations must be accurate Validity is accuracy of evaluations

Constructing Evaluation Strategy:

7 / 14 Constructing Evaluation Strategy Step one: Decide on a Purpose Step two: Specify what will be done with results Step three: Select evaluation tools Step four: Specify how reliability will be assured Step five: Specify how validity will be assured

Step one: Decide on a Purpose:

8 / 14 Step one: Decide on a Purpose Avoid leaving purpose assumed Tests are not an end in themselves Ask specific questions when developing evaluations

Step two: What will be done with results:

9 / 14 Step two: What will be done with results Results must be interpreted Evaluations should not be given just to be given Are there specifics requirements before moving on to more material?

Step three: Selecting Evaluation Tools:

10 / 14 Step three: Selecting Evaluation Tools Test item banks Consider what will be evaluated Tools should match domains

Step four: Reliability:

11 / 14 Step four: Reliability Do not rely on just one test Have multiple forms of assessment Internal reliability important for high-stakes exams Software available for reliability

Step five: Validity:

12 / 14 Step five: Validity Face validity Content validity Pilot test questions Software available for Validity

Case Studies:

13 / 14 Case Studies Case studies are good ways to evaluate student’s knowledge Case studies can also help instructors

Conclusion:

14 / 14 Conclusion Understanding the evaluation process is important for instructors Evaluations should be planned Evaluations should be reliable and valid Instructors should have specific strategies for evaluations