GROUP 3

EVALUATION IN
HEALTH SCIENCE
EDUCATION
Part 1
 GROUP MEMBERS

Evangelio, Mheldrose Fajardo, Jenny Cassandra Fontanilla, Trisha Blair

Researcher Researcher Researcher
 GROUP MEMBERS

Ga, Kyla Mae Geollegue, Mary Magne Gumbao, Maria Alesandra

Researcher Researcher Researcher
 GROUP MEMBERS

Ingente, Jannie Nathalie Jardenico, Vera Marie Justo, Reginald Regin

Researcher Researcher Researcher
 Objectives

Determine the Identify the

various areas in priniciples and
health science
education where types of
educational evauation and
evaluation can be assessment
applied Disscuss the
Discuss the nature
definition, relevance,
of educational
and application to
evaluation
classroom setup of
according to its
teaching, test,
different purposes
assessment, and
and types
evluation.
 What is Teaching?
Teaching is the process of attending to people’s needs,
experiences and feelings, and intervening so that they
learn particular things, and go beyond the given.
To transfer skills (knowledge, know-how, and
interpersonal skills) to a learner, a student, or any other
audience within the setting of an educational
institution, a teacher must engage in the activity of
teaching.
What is a Test?
A test is a method of evaluating someone's
knowledge, abilities, or skills in a particular
subject or area.
A procedure intended to establish the
quality, performance, or reliability of
something, especially before it is taken into
widespread use.
What is Assessment?
Assessment is the systematic basis
for making inferences about the
learning and development of
students. It is the process of defining,
selecting, designing, collecting,
analyzing, interpreting, and using
information to increase students'
learning and development.
 HOW IS A TEST RELATED TO
ASSESSMENT?

Assessment Test
The systematic process of Used to evaluate someone's
documenting and using understanding of something
empirical evidence on in order to ascertain what they
knowledge, skills, attitudes, and are aware of or what they have
beliefs. learned and beliefs.

Assessment is used during and after the instruction has taken place. After
you've received the results of your assessment, you can interpret the results
and in case needed alter the instruction. Tests are done after the instruction
has taken place, it's a way to complete the instruction and get the results.
The results of the tests don't have to be interpreted, unlike assessment.

 Normative
Describe the achievement of learners in Summative
their previous performance or with a
specific group of learners Evaluate the overall understanding
(Abbatt,1992). of students at the end of a learning
unit or course.
Criterion-referenced

Types of The students’ achievement is judged against

an absolute and pre-determined standard or
Diagnostic
Assessment pass grade
(Abbatt, 1992; Downing & Yudkowsky, 2009)

Used to identify areas of weakness or

gaps in knowledge before the learning

process begins.
Formative

Any task or activity which creates

feedback (or feed forward) for students
Authentic
about their learning.

Focuses on real-world, relevant tasks

that require critical thinking, problem-
Forms of Formative Assessment: solving, and application of knowledge
Teacher designed assessment

Self- Assessment

Peer Assessment

EPISTEMOLOGY OF ASSESSMENT
AND EVALUATION

A branch of philosophy that examines the nature of knowledge and

belief, and how we acquire and justify knowledge (Kornblith, 2018).

Refers to the underlying assumptions and beliefs about knowledge

and learning that inform the design, implementation, and
interpretation of evaluation and assessment practices (Ercikan & Roth,
2019).

MEASURE ASSESS
TESTING MENT
GRADING
MENT
What is Evaluation?
Evaluation is the process of rating or
valuing a learning experience in
accordance with specific criteria to figure
out the extent of knowledge or ability that is
acquired and utilized. The intent of an
evaluation is to judge the efficacy of
learning.

Evaluation is a vital component of the

teaching-learning process.
Importance of Educational
Evaluation (Villegas, n.d.):

Diagnostic It Offers Guidance

Remedial Classification Aid

To Make Educational
Helpful for Improving the
Goals Clear
Learning and Teaching
Process
Roles of Educational Evaluation
To provide a basis for decision making and
policy formulation

To assess student achievement

To evaluate curricula

To accredit schools

To monitor expenditures of public funds

To improve educational materials and

programs
 (Worthen and Sanders 1987)

Purposes of Educational Evaluation

To determine ways by which to systemically
improve an educational product or phenomenon

To establish the cost-benefit analysis of the

program being evaluated.

To test the applicability of known

theories on student development

To appraise the quality of the school programs and to constantly

seek ways of improving that quality

To satisfy the need of funding agencies for reports and updates to

legitimize their decisions and improve their public relations through
credible, empirical decision making.
 PRACTICALITY

Principles of RELIABLITY

Assessment VALIDITY

AUTHENTICITY

Time Required
The time constraints should be
appropriate for the test. It should not take
long for the person being assessed.
Practicality Gather only as much information as you
need.
the ease of design and
use for both learners and Scoring
teachers.
The process of evaluating a performance
The simpleness of design
based on different methods and criteria.
and the simplicity of the
Scoring systems should be
scoring. straightforward and easy to understand.
Accessibility
The assessment should be designed to
be accessible to all students and
individuals. It must be designed to
ensure that everyone can comfortably
participate .
Complexity of
administration
The directions and procedure should be
clear and the layout must be easy to
follow and understand.
Cost
The assessments should be cost-effective.
It should have resources that are efficient
while still providing reliable and valid
results.
Ethical
Considerations
The assessments should be designed
with respect for the privacy and dignity
of the individuals being assessed.

Test-retest Method Alternate Form Method

Same people, different times. The Different people, same time, different
same test is given twice at different test. Equivalent forms of a test may be
times. done by giving the same item but
arranged differently in the second set.

Reliability
the consistency with which a
test measures what it is
measuring
Assessment produces stable
and consistent results

Inter-rater Method Internal Consistency

Different people, same test. A wide Different questions, same construct.
variation in results may point to a Evaluates individual questions in
highly unreliable evaluation tool. comparison with one another for their
ability to give consistently appropriate
results.

Principles of Assessment
Threats to Reliability
1. Unclear directions,
2. Insufficient time allotment,
3. Lengthy examination,
4. Presence of distractions, disturbances during
test administration,
5. Ambiguous test items, and
6. Lack of objectivity in scoring leading to wide
disagreement among raters
 Criterion Related
Face Validity
validity
interested in whether a measurement

Validity appears to be pertinent and

appropriate for the subject matter it
evaluates the precision with which a
test measures the result that it was
is evaluating. intended to measure.
refers to what characteristic

the test measures and how

well the test measures that Content Validity External Validity
characteristic.
the degree to which the results of a study
Most important issue in measure the concepts and skills in the
may be applied to different
selecting a test standards at the indicated levels of
circumstances, subjects, locations, and

cognitive complexity.
measurements.

Construct Validity

it is about how accurately a test assesses

the idea it was intended to assess. It's
essential to proving a method's general
validity.

 “The degree of correspondence of a given

language test task to the features of a target
language task” (Bachman & Palmar, 1996)

Product 2
Authenticity AN AUTHENTIC TEST
Contains language that is as natural as possible
Items are contextualized rather than isolated
Includes meaningful, relevant, interesting topics
Provides thematic organization to items, such as
through a storyline or episode
Offers task that replicate real-world tasks
 GROUP 3

THANK YOU
FOR LISTENING!
References:
Ercikan, K., & Roth, W. M. (2019). Epistemology of assessment. In R. J. Mislevy, M. R. Wilson, M. T. Behrens, & J. R. DiCerbo (Eds.),
Designing assessments for learning with advances in technology and psychometrics (pp. 3-22). Springer.

Goel, T. (2021, June 15). Assessment and Evaluation in Learning. LinkedIn. Retrieved April 18, 2023, from
https://www.linkedin.com/pulse/assessment-evaluation-learning-taruna-goel

Ifeoma, E. F. (2022, October). The Role of Evaluation in Teaching and Learning Process in Education. ARCN Journals. Retrieved
April 18, 2023, from https://arcnjournals.org/images/2726145223713511.pdf

Kornblith, H. (2018). Epistemology. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Summer 2018 ed.). Retrieved
from https://plato.stanford.edu/archives/sum2018/entries/epistemology/

Phelan, C., & Wren, J. (2007). Exploring Reliability in Academic Assessment. Retrieved from
https://www.uni.edu/chfasoa/reliabilityandvalidity.htm

Sana, E. A. (2010). Teaching and learning in the health sciences. UP Press. Retrieved April 11, 2023.

Scriven, M. (2018). Evaluation. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Summer 2018 ed.). Retrieved from
https://plato.stanford.edu/archives/sum2018/entries/evaluation/

Villegas, F. (n.d.). Educational Evaluation: What Is It & Importance. QuestionPro. Retrieved April 18, 2023, from
https://www.questionpro.com/blog/educational-evaluation/