logging in or signing up Principles of Evaluation of Student Performance_Ch19 rprue Download Post to : URL : Related Presentations : Let's Connect Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Copy embed code: Embed: Flash iPad Dynamic Copy Does not support media & animations Automatically changes to Flash or non-Flash embed WordPress Embed Customize Embed URL: Copy Thumbnail: Copy The presentation is successfully added In Your Favorites. Views: 311 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: February 09, 2011 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... Premium member Presentation Transcript Principles of Evaluation of Student Performance Chapter 19: Principles of Evaluation of Student Performance Chapter 19 Galveston College EMS EMS Instructor Development 2009Topics: 2 / 14 Topics Evaluation Purposes of Evaluation Reliability of Evaluation Process Validity of Evaluation Process Constructing an Evaluation Strategy Case StudiesEvaluation: 3 / 14 Evaluation Definition “Process of assessing whether the student has successfully acquired new capabilities.” Messages of Evaluation Importance of Different Tools Constructing Evaluation ToolsPurposes of Evaluation: 4 / 14 Purposes of Evaluation Formative versus Summative Evaluation High-Stakes Evaluations Low-Stakes Evaluations Bases for EvaluationReliability 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 preceptorsValidity 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 evaluationsConstructing 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 assuredStep 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 evaluationsStep 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 domainsStep 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 reliabilityStep five: Validity: 12 / 14 Step five: Validity Face validity Content validity Pilot test questions Software available for ValidityCase Studies: 13 / 14 Case Studies Case studies are good ways to evaluate student’s knowledge Case studies can also help instructorsConclusion: 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 You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.