ASSESSMEN

Definitions of Assessment T
“The ongoing and systematic collection, analysis, and synthesis of data
about what students know and can do in order to make informed
decisions about teaching and learning.” —The American Nurses
Association

“The systematic collection and analysis of information to determine the

extent to which a learner demonstrates the desired outcomes for a
specific course or program.” —National League for Nursing (NLN)
Purposes of Assessment
1. Determine Competency
2. Evaluate Clinical Competence
3. Measure Knowledge Acquisition
4. Assess Critical Thinking
5. Provide Feedback
6. Support Clinical Decision-Making
7. Identify Learning Needs
8. Ensure Patient Safety
9. Promote Ethical Practice
10. Prepare for Licensure Exams
11. Meet Accreditation Standards
12. Enhance Continuous Quality Improvement
13. Promote Lifelong Learning
Scope of Assessment
Assessment of Nursing Students
• Academic knowledge: Assessing nursing students’ theoretical
knowledge through written exams, quizzes, assignments,
and standardized tests to ensure they understand essential nursing
concepts and theories.
• Clinical skills: Evaluating students’ ability to perform clinical skills
and procedures through direct observation, simulations, and
skills check-offs.
• Clinical judgment: Assessing students’ clinical reasoning and
decision-making abilities in realistic patient care scenarios, often
using case studies or simulation exercises.
Assessment of Registered Nurses (RNs)
• Continuing education: Assessing RNs’ participation in continuing
education activities to maintain and enhance their knowledge
and skills.
• Clinical competence: Regularly evaluating the clinical competence of
RNs through performance appraisals, competency assessments,
and peer reviews.
• Ethical and legal compliance: Ensuring RNs adhere to ethical and
legal standards, including the nursing code of ethics and state
nursing practice acts.
• Patient outcomes: Assessing the impact of RNs’ care on patient
outcomes, including patient satisfaction, safety, and quality of care.
Assessment in Clinical Practice
• Clinical competency: Conducting assessments of nurses’ clinical
competence in real healthcare settings to ensure safe and
effective patient care.
• Patient safety: Monitoring and assessing compliance with patient
safety protocols and best practices.
• Quality improvement: Implementing assess ments to identify areas
for quality improvement in healthcare delivery and clinical
processes.
Assessment of Healthcare Institutions
• Accreditation: Participating in accreditation processes where
healthcare institutions, including hospitals and nursing schools,
are assessed to ensure compliance with quality and safety standards.
• Patient outcomes: Measuring and assessing patient outcomes within
healthcare institutions to determine the quality of care provided.
• Resource allocation: Assessing the allocation of resources, staffing
levels, and infrastructure to ensure optimal patient care and
nurse staffing ratios.
Assessment of Nursing Research and Evidence-Based Practice
• Research impact: Assessing the impact of nursing research
on improving patient care, healthcare policies, and nursing
practice.
• Evidence-based practice: Evaluating nurses’ ability to
apply evidence-based practices in their clinical decision-
making.
Principles in Selection of Assessment Methods
 Principle of objectives
 Principle of quality
 Principle of learning experiences
 Principle of application
 Principle of totality
 Principle of continuity
 Principle of comprehensiveness
 Principle of completeness
 Student centered
 EVALUATION

Definitions of Evaluation
The process of gathering and interpreting evidence changes in the
behavior of all students as they progress through school is called
evaluation. —Hanna
Evaluation is a continuous process and is concerned with the formal
academic achievement of pupils. It is interpreted in the development of
the individual in terms of desirable behavioral change in the relation to
his feeling, thinking, and actions. —Muffat
 To determine the relative effectiveness of the program in terms
of students’ behavioral output; Measurement and Evaluation
in Education.
To make reliable decisions about educational planning.
 To ascertain the worth of time, energy and resources invested in
a program.
 To identify students’ growth or lack of growth in acquiring
desirable knowledge, skills, attitudes and societal values.
 To help teachers determine the effectiveness of their
teaching techniques and learning materials.
 To help motivate students to want to learn more as they discover
their progress or lack of progress in given tasks.
 To predict the general trend in the development of the
teaching- learning process.
To ensure economical and efficient management of scarce resources.
 To provide an objective basis for determining the promotion
of students from one class to another as well as the award of
certificates
 To provide a just basis for determining at what level of education
the possessor of a certificate should enter a career.
Scope of Evaluation
Value judgment
Identify the strengths and weaknesses of the students.
Ascertain the extent to which the educational objectives achieved.
Effectiveness of appraisal or methods of instruction.
Identify the needs and demands of the students.
Provides a baseline for guidance and, counseling of the students.
Types of Evaluation
Formative Evaluation
Formative assessment is a common evaluation method used. Formative
assessments provide instant feedback for teachers that allow them to see
how well students have grasped class material and to adjust their
teaching styles accordingly.
Formative evaluation enables the teacher to:
 Draw more reliable inference about his students than an
external assessor, although he may not be as objective as the latter.
Identify the levels of cognitive process of his students.
Choose the most suitable teaching techniques and materials.
Determine the feasibility of a program within the classroom setting.
Summative Evaluation
Summative evaluation tests occur at the end of an academic year or a
course. This evaluation plays a key role in a student’s academic career
as it determines the promotion of students into the next stage of their
learning journey. Students often receive certificates after the completion
of summative exams and it would entail information about their scores
in the summative exam.
Diagnostic Evaluation
Diagnostic evaluations are very similar to formative assessments. This
evaluation is helpful in finding the flaws in the learning process of the
students. It aids students in understanding their weaknesses. Once, they
are able to understand the shortcomings in their learning, they will be
able to make changes in the learning process and excel in their academic
endeavors.
 Barriers to Evaluation

 Resource Constraints
 Resistance to Change
 Lack of Clarity in Objectives and Criteria
 Data Collection Challenges
 Complexity of Educational Programs
 Bias and Subjectivity
 Lack of Stakeholder Engagement
 Resistance to Evaluation Findings
Inadequate Planning and Design
Time Constraints
Ethical and Legal Issues
Limited Capacity and Expertise
Pressure to Focus on Standardized Testing
 GUIDELINES TO DEVELOP ASSESSMENT TEST
Clarify Learning Objectives
• Define clear and specific learning objectives that the assessment test will evaluate.
• Ensure alignment between the objectives and the content covered in the test.

Choose Appropriate Question Types

• Select question types that match the skills and knowledge you intend to assess.
• Consider multiple-choice, true/false, short answer, essay, and scenario-
based questions.

Craft Clear and Concise Questions

• Write questions that are free from ambiguity and unnecessary complexity.
• Use simple and precise language to ensure students understand the questions.
Ensure Balanced Coverage
• Distribute questions evenly across the learning objectives and content areas.
• Avoid overemphasizing certain topics at the expense of others.

Apply Bloom’s Taxonomy

• Incorporate questions that target various cognitive levels, from remembering
to evaluating.
• Design questions that reflect the depth of understanding you expect from students.

Provide Context for Clarity

• Include relevant context or scenarios for questions, especially in case-
based
assessments.
• Context helps students connect their knowledge to practical situations.
Avoid Tricky Questions
• Create questions that challenge students’ understanding without confusing
them.
• Avoid using trick questions that rely on confusion rather than comprehension.
Use Plausible Distractors
• Craft distractors (incorrect answer choices) that are plausible and relevant.
• Distractors should require thoughtful consideration by students.
Align with Instruction
• Ensure that the content of the assessment matches what has been taught.
• Avoid introducing new or unfamiliar concepts in the assessment.
Pilot and Review
• Test the assessment with a small group of students to identify any issues.
• Review the test for clarity, accuracy, and appropriateness.

Provide Clear Instructions

• Clearly communicate instructions for taking the test.
• Include guidelines on time limits, resources, and submission procedures.

Randomize Answer Order

• If using multiple-choice questions, randomize the order of answer choices.
• Prevent students from relying on patterns to guess answers.
Utilize Reliable Tools
• Use reliable assessment creation tools or platforms that support
various question formats.
• Ensure secure delivery and accurate scoring mechanisms.
Continuous Improvement
• Regularly review and update your assessments based on feedback and
performance data.
 ASSESSMENT OF KNOWLEDGE
Assessment of knowledge is a fundamental aspect of education
and learning. It involves the systematic evaluation of what
individuals have learned, understood, and can recall or apply in
a given subject or field. Assessing knowledge is essential for
measuring learning outcomes and ensuring that educational
objectives are met
 ESSAY TYPE QUESTIONS
Essay questions are commonly used methods for assessing student
learning. Essay questions are type of constructed response. An essay is a
piece of writing that methodically analyses and evaluates a topic or
issue. Essay-type questions have a distinct place in the assessment of
cognitive skills. They are primarily used to assess learning outcomes of
a higher level such as problem-solving ability, which cannot be tested
by other methods.
Types of Essays
 Open-ended essays
 Closed-ended essays
Assessment of Essay Papers
• The students recall of knowledge, comprehension of information, complex
cognitive skills like analysis, synthesis, and evaluation, and the students’ power
of expression, ability to organize thoughts and communicate them in writing.
• Essay questions test the following aspects:
• Factual knowledge: Knowledge gained from reading textbooks, journals
and clinical practice.
• Communication: Good communication of knowledge requires proficiency in the
use of basic English and legible handwriting.
• The student’s ability to answer the question.
• Time management.
Advantages of Long Answer/Extended Response Essays
• They are the only means we have to assess the student’s ability
to compose an answer and present it in prose.
• They can indirectly measure attitudes, values and opinions.
• Essays encourage students to develop more desirable study habits
because they encourage the production of written language and
the expression of thought.
• They are relatively easy to construct and do not take much time to set.
Hence, they have practicability as an advantage to them.
• They avoid cueing and use higher order cognitive processes.
Disadvantages of Long Answer/Extended Response Essays
• They have limited validity. This is because of: Large size of the
response leading to limitation in the number of test items that can
be assessed.
•Undersampling/oversampling of the content
domain. Hence, they may not provide a good
assessment.
Guidelines to Follow While Constructing a Structured Essay Question
Be specific about the learning outcome being assessed.
 Break the topic into precise divisions, giving problem-
based orientation as far as possible.
Use simple unambiguous language.
Provide adequate information in the text.
Explain the context.
 Define the task clearly. The student should know precisely what
is expected of him/her.
Specify allocated marks and time for each part.
 SHORT ANSWER QUESTIONS
Short answer questions are open-ended questions that require students to
create an answer. Though similar to essay questions, the length of the
answer is limited to a specified number of rows in the textbox. The
number of rows is meant as a guideline when entering an answer. It does
not impose an absolute limit on answer length.
Example:
• What is the role of mitochondria in the cell?
• List the different types of tissues?
Advantages of Short Answer Questions
• They are relatively fast to mark and can be marked by different
assessors, as long as the questions are set in such a way that
all alternative answers can be considered by the assessors.
• They are also relatively easy to set compared to many assessment
methods.
• They can be used as part of a formative and summative assessment, as
the structure of short answer questions are very similar to
examination questions, students are more familiar with the
practice and feel less anxious.
Disadvantages of Short Answer Questions
• They are typically used for assessing knowledge only, students may
often memorize short answer questions with rote learning. If
assessors wish to use short answer questions to assess deeper
learning, careful attention (and many practices) on appropriate
questions are required.
• Accuracy of assessment may be influenced by handwriting/spelling
skills.
• There can be time management issues when answering short answer
questions.
 MCQS
Definitions
• MCQs are the recall of factual information rather than
conceptual understanding and integration of concepts. —Srivastava
et al, 2004
• MCQs “may emphasize recall rather than generation of answers”. —
Wainer and Thissen, 1993
 Types of Multiple Choice Questions
• Single Select Multiple Choice Question
Single select questions are the questions where a respondent is asked to
pick only one answer, from a predetermined set of responses of at least
two or more options. They are one of the most common question types
and are effective in determining a user’s primary preference, among a
set of choices.
• Multi Select Multiple Choice Questions
Multi select multiple choice questions are similar to Multiple Choice
questions. However, there is a slight difference in this question type,
that these type of questions can have more than one correct answer. As a
survey creator, you can create as many choices as necessary.
• Drop Down Menu Multiple Choice Questions
By default, Multiple Choice questions in surveys offer a radio button
that participants can use to make a selection. However, in this question
type the answers appear in a drop-down list. When you click on the drop
arrow it shows multiple answer options from which the participant can
choose the most appropriate answer option that responds to the
particular question that is being asked
• Text Slider Multiple Choice Question
Everyone loves slider! Not only the eating one of course. The text slider
questions are a good alternative to open ended questions, as they help
the respondents gain some clarity of the questions asked, as the answers
are already available to the question and the respondents only have to
use the slide option to point the most appropriate answer.
• Push to Social Multiple Choice Question
The Push to Social multiple choice questions allows you to send
positive feedback on a survey to social networking sites like Facebook,
Twitter, Google+ and Yelp. This question type can help you with
branding and marketing of your business.
• Numeric Slider Multiple Choice Question
In numeric slider multiple choice question, the respondent can slide and
answer the question by actually giving it a score between 0 to 100. In
other words the preferences will be numeric values. Lesser the value the
more unsatisfied is the customer and vice versa.
• Thumbs Up/Down Multiple Choice Question
Ask a binary rating question and use the thumbs up or thumbs down
option to understand the respondents opinion. This option essentially
includes an image used for thumbs up or thumbs down that helps define
the rating option. It helps the respondents to make a quick choice
between like and dislike.
• Smiley Rating Multiple Choice Question
The Star Rating question lets respondents evaluate a statement on a
visual scale of stars. A weight is assigned to each icon in the scale, so a
weighted average is calculated in the Analyze Results section.
• Multi Point Scale Matrix Table Multiple Choice Questions
Multi point matrix table questions allow you to ask about multiple items
in one single question. A Rating Scale question, commonly known as a
Likert Scale, is a variation of the Matrix question where you can assign
weights to each answer choice. This question can be used when we need
to group questions that have the same answer option scale.
• Matrix Table Multiple Choice Question with Check Boxes
A multi point scale question is a collection of various individual
questions put together. In this way a survey creator can save a lot of
time and space because the purpose of various individual questions are
served in one question itself. In multiselect matrix, checkboxes are used
enabling the user to select multiple options.
• Rank Order Multiple Choice Question
The Rank Order question type provides respondents the unique
opportunity to rank a set of items against each other. Rank order scaling-
based multiple choice questions allow a certain set of brands or products
to be ranked based on a specific attribute or characteristic.
• Constant Sum Multiple Choice Question
Constant Sum multiple choice questions provide respondents a way to
enter numeric data. A Constant Sum question allows respondents to
enter numerical values for a set of variables, but requires the values to
add up to a prespecified total.
• Drag and Drop Multiple Choice Question
Respondents in this type of survey question can drag and drop the
answer choices to re-order them as they choose. This question type
gives complete freedom to the respondent to order the answer options to
best suit to their preference.
• Single Select Image-Based Multiple Choice Question
This is a multiple choice single select question which has images next to
the answer options. Radio buttons are used for single select type
questions. The respondent has to choose one option from the existing
image options.
• Multi Select Image-based Multiple Choice Question
The multi select image select multiple choice question type image
displays multiple images to the respondent allowing them to select their
answer by clicking directly on the images. Respondents are able to
select multiple images that are already uploaded by the survey creator.
Use of Multiple Choice Questions
MCQs are attractive to instructors for many reasons. From a time
management perspective, multiple choice tests are very practical—
particularly in large class settings. Other uses include:
• Versatility
• Reliability
• Validity
Advantages of Multiple Choice Questions
• MCQs are a flexible questioning technique, they can be used at
various points in a lesson and throughout the learning process.
MCQs can be used for both formative and summative
assessments and can be used inside or outside of the classroom.
• MCQs can provide retrieval support for younger students and students
with learning difficulties making retrieval practice more accessible
and the challenge desirable.
Disadvantages of Multiple Choice Questions
• If MCQs are not designed well they won’t require effortful or
meaningful retrieval but instead it is more likely to involve
lowlevel recognition or power of elimination.

• MCQs can be used for both summative and formative assessments but
if MCQs are used for end of unit tests or any form of high
stakes assessment it can be difficult for them to be viewed as
a low stakes retrieval task by learners.
 ASSESSMENT OF SKILLS
CLINICAL EVALUATION
Definition
“Clinical evaluation is a strategy employed by
nurse educators to validate nursing student competency. Clinical
evaluation is a judgment or assessment of a nursing student’s
competency.” —Gaberson, Oermann, and Shellenbarger
Different Methods of Clinical Evaluation
• There are different methods used in clinical setting to assess the performance of
the students:
Observation Checklist
• Rating scale
• Video tapes
• Anecdotal notes
Written communication Progress notes
• Concept maps
• Nursing care plan
• Process recording
• Written test
• Clinical assignments
Oral communication Oral presentation of the clinical report
• Case presentation
• Clinical conference

Simulation Roleplay/clinical scenario

• OSCE

Self-evaluation Critical portfolio

• Journals
• Logs
CHECKLIST
Definition
A checklist is a simple instrument consisting prepared list of expected
items of performance or attribute, which are checked by an evaluated
for their presence. Or checklists are constructed by breaking of a
performance and the quality of a product, which specifies the presence
or absence of an attribute of an attribute or trait which is then checked
by the rate/observer.
RATING SCALE
‘Rating’ is a term applied to an expression of opinion or judgment
regarding some situation, object, character, or an attribute. In order
terms, rating is the evaluation, assessment of something, in terms of
quality, quantity or some contribution of both or ‘Rating scale’ refers to
a ‘scale’ with a set of points which describe varying degrees of an
attribute under investigation.
Rating scales are broadly classified into five categories:
1. Numerical scales
2. Graphic scales
3. Standard scales
4. Rating by cumulative points
5. Forced choice ratings
Uses of Rating Scales
The uses of rating scales include:
Consumes much less time than other methods
Quite interesting to the raters, especially if graphic methods are used.
 Best rating can be obtained by presenting one stimulus to a rater at
a time.
It can be used with large numbers of stimuli to a rater at a time.
Limitations of Rating Scales
• Error of leniency
• Effort central tendency
• Halo effect
Videotapes
Videotapes are used in clinical evaluation by recording clinical
procedures when students perform the task. Video recording gives an
opportunity for a nursing student to evaluate his or her own
performance. It enhances self-awareness and promotes self-directed
learning. Using three outcome measures of competency of procedure,
communication skills, and learning motivation, the effects of self-
evaluation using a video recording can be assessed
 WRITTEN COMMUNICATION
Written communications are paper-based or electronic that allow the
nursing faculty to assess the clinical performance of students. It helps to
translate what they have learned into the written word. Through
progress notes, nursing care plans process recordings, and writing
assignments, students can clarify and organize their thoughts. Written
data help support faculty clinical observations. It includes:
• Progress notes
• Nursing care plans
• Process recording
• Written assignments.
Progress Notes
• Writing clear nursing progress notes is a vital clinical skill. Studying student text
offers faculty a chance to assess students’ capability to course and record
relevant data. Progress notes help the students to progress in critical
thinking.
Nursing Care Plan
• Nursing care is helpful in all stages of acute care and in the care of general
wellbeing, prevention, early diagnosis and treatment, rehabilitation, and
peaceful death. A nursing care plan involves five steps:
• Assessment (systematic collection of data relating to clients and their
problems and needs)
• Diagnosis (analysis and interpretation of data)
• Planning (prioritizing needs, identifying goals, and choosing solutions)
• Implementation (putting the plan into action)
• Evaluation (assessing the effectiveness of the plan and changing the plan
as indicated by current needs).
Process Recording
• Process recording is the technique by which we record the verbal
interaction between the nurse and the client or it is the written
record of the entire communication pattern between nurse and
the client.
Written Assignments
• Written assignments mature the student’s critical thinking skills,
improve the skill with different types of writing, and attain
extra results specific to a course. Written assignments with
feedback from the teacher help students to develop their writing
ability, which is an important outcome in any nursing program
from the beginning level.
 VERBAL COMMUNICATION
Verbal communication involves conveying information, ideas, emotions,
and concepts using spoken words. This vital element of human
interaction is important in a wide range of areas, including personal,
social, academic, and professional contexts.
Oral Examination (Viva Voce)
Viva voce is a Latin idiom literally meaning “with living voice,” but is
most often translated as by word of mouth. Furthermore, viva voce
consists of a dialogue between the examiner and a student where the
examiner asks the question and the student replies. The examiner may
ask short open questions, multiple choice questions, or a series of other
types of questions not necessarily related to each other.
Purposes of Viva Voce
To assess the communication skill of the students.
It acts as a supplement along with other evaluation techniques.
It helps to assess students’ presence of mind.
It assesses the student’s spontaneity and mannerism.
To obtain accuracy of knowledge through various forms of questions.
 To identify the student’s limitations and weaknesses and take
remedial action.
Principles to Conduct Viva Voce
The viva should not be limited to a single topic.
Strictly relevant questions to be asked.
Do not use long outlines for questions.
Examiners should talk as little as possible.
The chair of the examiners must deal appropriately with any problem.
 Allow the student to complete his/her answer and end the
session formally.
Viva voce examinations should not normally exceed 30 minutes.
Candidates should be examined individually.
Candidates should be given adequate notice not less than 24 hours.
Advantages of a Viva Voce
• It helps the examiner to assess students communication, presentation
skills, and overall impression.
• Provide an opportunity to alleviate circumstances into accounts.
• It helps student’s strengths and weaknesses.
• Makes students formulate replies without signals, and the reaction is
observed for a specific stimulus.
• Smooths simultaneous assessment by two or more examiners.
• Delivers an opportunity for the examiner to get feedback on
the performance of the students and the university.
Disadvantages of a Viva Voce
Lacks standardization, objectivity, and reproducibility of the result.
 Examiner helps their favorite student and cannot be used for
future references.
Suffers from the unwarranted influence of unrelated factors.
Expensive in terms of expert time.
 SIMULATION
Simulation-based nursing education is a teaching and learning approach
that uses various types of simulations to prepare nursing students for
clinical practice. This approach has become increasingly popular in
nursing education due to its effectiveness in providing students with
hands-on experience and helping them develop essential clinical skills
in a safe and controlled environment.
Types of Nursing Simulations
• High-fidelity simulations: These are advanced simulations that use
computerized manikins or standardized patients to mimic real-
life patient scenarios.

• Low-fidelity simulations: These simulations are less technologically

advanced and often use simple props, task trainers, or paper-
based scenarios to simulate specific skills or procedures.

• Standardized patients: Trained individuals who portray patients with

specific health conditions or symptoms, allowing nursing students
to practice communication, assessment, and clinical reasoning
skills in a realistic context.
Challenges and Considerations
 Resource constraints: Setting up and maintaining simulation
labs with high-fidelity manikins can be costly. Schools must
invest in equipment, technology, and trained faculty.
 Curriculum integration: Effective integration of simulation into
the nursing curriculum requires careful planning and coordination
with clinical experiences.
 Standardization: Ensuring consistency in simulation scenarios
and assessments across different cohorts of students can be
challenging.
 Ethical and cultural considerations: Simulations involving
patient scenarios must consider ethical issues and cultural sensitivity.
 OBJECTIVE STRUCTURED CLINICAL EXAMINATION
OSCE means objective structured clinical examination. Objective,
because examiners use a checklist for evaluating the trainees without
bias, Use of checklist and training of examiners ensures impartiality.
Structured, because every learner sees the same problem and perform
the same tasks in the same time frame organized in a standardized way.
Clinical, because the tasks are representative of those faced in real
clinical situations, the examination entails the clinical aspects of a health
worker. An examination, that declares those who are competent/skilled
to handle patients.
Organize an OSCE
Harden’s 12 tips for organizing an OSCE:
 What is to be assessed?
 Duration of station
 Number of stations
 Use of examiners
 Range of approaches
 New stations
 Organization of the examination
 Assigning priority
 Resource requirements
 Plan of the examination
 Change signal
 Records
OSCE STATION
 It provides opportunity to judge large number of skills covering
most of the topics.
 It provides an opportunity to know the overall approach of the
student towards patients and his problems.
 The structure of examination is flexible and easily adaptable as
per local needs to the subject and department.
 Overall, a reliable, valid and reproducible method both for
formative as well as summative evaluation
Disadvantages
Development and administration are time consuming and costly.
 Offer opportunity for compromised test security. There is risk
of observer fatigue.
 Observer has to record the performance of several candidates
on lengthy checklists. Require careful organization.
 This method requires extensive planning and preparation on the
part of examiners.
It is difficult without a team effort and administrative support.
 CLINICAL PORTFOLIOS
Clinical portfolios are a form of assessment that is thought to encourage
closer links between assessment and learning by improving learning
outcomes using assessment and providing feedback. The use of a
portfolio is also thought to enhance the assessment of areas that are
difficult to assess by traditional methods in a wide range of clinical
contexts. These areas include attitudes, personal attributes, reflection,
and professionalism.
Davis and Ponnamperuma (2006) propose five steps in the portfolio
assessment process. They are as follows:
Collection of the evidence of learning.
Reflection on the learning.
Evaluation of evidence by assessors.
Defence of evidence by the individual being assessed.
 An assessment decision. All the assessors involved should
decide based on predefined criteria.
 CLINICAL LOGS
Clinical logs are maintenance of records completed in a clinical area. It
includes all of the activities that are to be completed in a nursing
program. Logbooks are used all over the world from undergraduate to
postgraduate training, in human, veterinary and dental medicine, nursing
schools and pharmacy, either in paper or electronic format.
 ASSESSMENT OF ATTITUDE
Attitude Scales
Attitude scales attempt to determine what an individual believes,
perceives, or feels. Attitudes can be measured toward self, others, and a
variety of other activities, institutions, and situations. An attitude scale
is a crude measuring device, consisting of a number of statements
to which the respondent must express his or her degree of agreement
or disagreement.
Basic Components of Attitude Scale
The three basic components of attitude are cognitive, cognitive, and
affective parts.
• Cognitive component
• Conative component
• Affective component
Types of Attitude Scale
• The different types of attitude scales are the Likert scale and semantic
scale.
• Likert Technique of Attitude Scale
Likert-type scales are the most popular form of attitude measurement
(henceforth, referred to as ‘‘attitude scales’’) are so called because they
are a derivation of a scaling procedure developed by Rensis Likert,
whose original procedure was designed to collect interval-level data.
Attitude scales of this sort typically are comprised of a set of statements
or ‘‘items’’ that scale a respondent’s level of agreement, favorability, or
other similar perceptions.
Advantages of Likert Scale
Simple to construct
Each item of equal value
Likely to produce a highly reliable scale
Easy for respondents to read and complete
Furnishes consistent assessment of attitudes
Adaptable to most measurement situations
Easy to administer
Compatible with the most optical scan sheet formats
Disadvantages of Likert Scale
Difficulty in demonstrating validity.
Absence of one-dimensionality or homogeneity.
Lack of reproducibility distance.
 Distance between points on scale cannot be presumed equal
(which means that it may not represent the exact feelings of the
respondent).
Semantic Differential Scales
A semantic differential scale is a rating scale used in surveys or questionnaires that
allows indicating how feelings lie between opposing adjectives on a continuum.
Semantic differential scales do not measure attitudes directly like Likert scales but
indirectly by asking to rate the importance of a concept (such as a product or event)
on a continuum.
Advantages
• The semantic differential scale is easy to administer and understandable to
respondents.
• Since there are several options between the semantic extremes, respondents can
give answers that accurately reflect their feelings and attitudes.
• Responses are intuitive and based on participants’ subjective feelings but still
result in quantitative data that can then be analyzed and summarized to
understand people’s attitudes.
Disadvantages
 Designing appropriate semantic differential scales can be
challenging because deciding which adjectives are most appropriate
for assessing the concept and which concepts are important to the
study is tedious.
 The researcher must also decide how many options to
include between the two opposing adjectives. Too many options can
reduce accuracy, but too few options can reduce the sensitivity
of the measurement.
 HOTSPOT QUESTIONS
A hotspot question in a survey shows one or more selected regions to
respondents. On clicking that area, respondents will be able to share
their views both graphically and textually. A popup box appears over the
questionnaire with a ‘thumbs up’ and ‘thumbs down’ buttons for ‘like’
and ‘dislike.’ Respondents can also leave their comments in the text
box. It gives researchers more insights into what they think of the
image.
Uses of Hotspot Testing in Online Surveys
• Concept testing: Researchers use Hotspot testing to experiment with
different ideas. Researchers can go ahead with the images with
the highest number of ‘likes.’
• Usability testing: Developers use the hotspot question to conduct
website usability testing. You can show different variants of
website designs and ask respondents whether they like specific
elements in a particular design or not.
• Feedback surveys: Hotspot quizzes can be used in any feedback
surveys when you need to gather feedback on visual elements.
There can be instances when people completely ignored sections
in the background image. Researchers use this question type
to get explicit feedback.
 DRAG AND DROP AND ORDERED RESPONSE QUESTIONS
Creating drag-and-drop and ordered response questions for nursing
students can be an effective way to assess their understanding of
complex medical procedures, patient care, and critical thinking skills.
Here are some sample questions and notes on how to structure them:
• Drag-and-drop question: Medication administration
• Question: Arrange the steps for administering medication to a patient
in the correct order.
Options to Drag and Drop
Verify the patient’s identity and allergies.
Wash hands and put on gloves.
Prepare the medication (e.g., draw it up in a syringe or dispense pills).
Explain the procedure to the patient and obtain consent.
 Administer the medication by the appropriate route oral,
(e.g., intravenous).
Document the medication administration in the patient’s chart.
Monitor the patient for any adverse reactions.
Dispose of equipment and wash hands again.