Evaluation of Learning

Brieanna Bradford, Hussah Bubshait, Linda Quackenbush, and

Amy Scalise

Definitions
Formative Assessment: Evaluation that unfolds throughout the teaching and learning process. It is
used to confirm student learning experiences as they unfold in the classroom setting. With formative
assessment, the educator can assess how the nurse applies the content. This evaluation also allows for
identification of the difficulties that the student has prior to or during the learning experience. Students
can use this evaluation to grasp how they have learned the knowledge, skills, and attitudes and identify
where they can improve. (Billings and Halstead, 2016).

Formative Link- see youtube

Summative Assessment: this evaluation method is to measure if the student achieved the program
and course outcomes. In addition, it allows faculty plan appropriate revisions for the future
classes (Billings and Halstead, 2016).
Summative Link: http://www.theedadvocate.org/five-major-features-summative-assessments/
Distinguishing Features
Formative Evaluation Summative Evaluation
Helps educators understand daily how the Specifically determines if students are meeting
students understand the material the outcomes of the course
Ex: Classroom assessment technique allows Ex: midterms, final examination, end of
the immediate interaction between student and program portfolio
professor to clarify and facilitate learning.

Example of formative assessment:

The instructor teaching a unit about the stages of labor for senior nursing students in a maternity class.
The students need to complete a pre- and post classroom assessment technique (CAT) survey to assess
and monitor the students' understanding of the stages of labor and the implications for patients in each
stage. Prior to the unit, she would discuss the stages of labor and initiate a discussion with an open ended
questions such as what is labor, and when does it start?
Discussion enhances the students knowledge and promotes critical thinking skills. It also improves the
breadth and depth of the learners' understanding while discussing the important information of the topic.
According to Markusic (2012), discussion encourages students to think creatively and critically, and can
improve the students communication skills.

Example of summative evaluation:

An instructor can use end of course final exam as a summative evaluation: the final exam will test all units
the students learned throughout the maternity class to evaluate the students understanding of the content
of the course.

Formative Article
Gavriel, J. (2013). Assessment for learning: A wider (classroom-researched) perspective is important for
formative assessment and self-directed learning in general practice.Education for primary care, 24(2):
93-96.

Summary of article:
Assessment for learning guides a student to become a self-directed learner. Teachers and students
develop a relationship and in that relationship each one is involved in the learning conversation. When a
student takes part in a learning conversation it helps them to develop the skills to become a self-directed
learner. Part of the teachers role is to find the opportunities to promote the experiences to help the
student grow. Feedback, learning objectives and outcomes, peer and self-assessment, and questioning are
part of developing the dialogue between teacher and student. Initially, the teacher will guide the dialogue
and questions to develop a students abilities. As the student continues to develop the student will lead
more of the dialogue with demonstrating the understanding of the learning objectives and outcomes,
assessing their own abilities and critiquing them, then asking questions to build on their knowledge and
understanding.

Summative article
Helminen, K., Coco, K., Johnson, M., Turunen, H., & Tossavainen, K. (2016). Summative assessment of
clinical practice of student nurses: A review of the literature. International Journal of Nursing Studies,
53, 308-319
Summary of article:
This review of literature looks at summative assessments of nursing students clinical skills, which
according to the article, varies from institution to institution. There is limited information on summative
assessments from the clinical setting, as more time in the clinical setting is spent on mentoring students
in their clinical setting, rather than evaluating them. However, to ensure patient safety, a proper
assessment must be developed. In order for student nurses to achieve their required competencies, their
mentor or instructor must have adequate professional nursing skills to perform an assessment. In
addition, different evaluation forms must be used for different clinical settings, and for the knowledge,
skills, and competencies that meet the expected educational level.

References
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: a guide for faculty. St. Louis, MO: Elsevier.
Donaldson, H. (2014). Formative assessment overview. Retrieved
from: https://www.youtube.com/watch?embed=no&v=sGYPMcu5Tb4
Gavriel, J. (2013). Assessment for learning: A wider (classroom-researched) perspective is important for
formative assessment and self-directed learning in general practice. Education for primary care, 24(2):
93-96.
Helminen, K., Coco, K., Johnson, M., Turunen, H., & Tossavainen, K. (2016). Summative assessment of
clinical practice of student nurses: A review of the literature. International Journal of Nursing Studies,
53, 308-319
Markusic, M. (2012, January 06). Using Classroom Discussion as an Effective Teaching Tool. Retrieved
July 18, 2017, from http://www.brighthubeducation.com/teaching-methods-tips/5481-classroom-
instruction-how-to-teach-group-discussion/
The Edvocate. (2016). The five major features of summative assessments. Retrieved
from: http://www.theedadvocate.org/five-major-features-summative-assessments/