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    CHAPTER 14: Assessment and Evaluation in Health Education: Name: Samielle Alexis G. Garcia Section: 7

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    This document contains questions and answers about health education assessment and evaluation from a nursing student named Samielle Alexis G. Garcia. It defines the key differences between assessment and evaluation, formative and summative assessment, and the five levels of evaluation in Abruzzese's model. It also discusses appropriate data collection methods, barriers to evaluation, and guidelines for reporting evaluation results.

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    CHAPTER 14: Assessment and Evaluation in Health Education: Name: Samielle Alexis G. Garcia Section: 7

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    Heinna Alyssa Garcia
    86 views2 pages
    This document contains questions and answers about health education assessment and evaluation from a nursing student named Samielle Alexis G. Garcia. It defines the key differences between assessment and evaluation, formative and summative assessment, and the five levels of evaluation in Abruzzese's model. It also discusses appropriate data collection methods, barriers to evaluation, and guidelines for reporting evaluation results.

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    This document contains questions and answers about health education assessment and evaluation from a nursing student named Samielle Alexis G. Garcia. It defines the key differences between assessment and evaluation, formative and summative assessment, and the five levels of evaluation in Abruzzese's model. It also discusses appropriate data collection methods, barriers to evaluation, and guidelines for reporting evaluation results.

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    CHAPTER 14: Assessment and Evaluation in Health Education: Name: Samielle Alexis G. Garcia Section: 7

    Uploaded by

    Heinna Alyssa Garcia
    This document contains questions and answers about health education assessment and evaluation from a nursing student named Samielle Alexis G. Garcia. It defines the key differences between assessment and evaluation, formative and summative assessment, and the five levels of evaluation in Abruzzese's model. It also discusses appropriate data collection methods, barriers to evaluation, and guidelines for reporting evaluation results.

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    of 2

    Name: Samielle Alexis G.

    Garcia
    Section: 7

    CHAPTER 14: Assessment and Evaluation in Health Education


    Questions of Fact:

    1. How does the process of evaluation differ from the process of assessment?

    - The process of assessment focuses on initially gathering, summarizing,


    interpreting, and using data to decide a direction for action. In contrast to process
    of evaluation, it involves gathering, interpreting, summarizing and using data after
    an activity has been completed to determine the extent of an action was
    successful. The difference between these are in the timing and the purpose of each
    process.

    2. What is the difference between formative and summative assessment?

    - The formative assessment or process evaluation is to make necessary adjustments


    to an educational activity as soon as they are identified, it is component of the
    ongoing education cycle assessment, planning and implementation, while
    summative assessment or outcome evaluation is to determine the effects of
    teaching efforts. Unlike process evaluation that occurs currently with the teaching
    learning experience, outcome evaluation is after teaching has been completed.

    3. What are the five basic types (levels) of evaluation as described by Aburezzese in her
    RSA Evaluation Model?

    - The five types of evaluation include process, content, outcome, impact, and
    program. Abruzzese describes the first four types as levels of evaluation leading
    from the simple (process evaluation) to the complex (impact evaluation.) Total
    program evaluation encompasses and summarizes the four level.

    4. Which data collection methods can be used in conducting an evaluation of educational


    interventions? Why?

    - The types of data that are collected about educational acitivities or programs
    general include such factors as cost, length, number of educators required,
    teaching-learning methods used, amount and type of materials requires and so on.

    5. Describe the three barriers to evaluation.

    - Lack of clarity- if the focus for evaluation is unclear, unstated, or not well
    defined then an evaluation is difficult if its purpose or what is result is unknown.
    Lack of ability- inability to conduct education evaluations most often result from
    lack of knowledge, confidence, interest or resources.
    Fear of punishment or loss of self-esteem –evaluation might be perceived as a
    judgment of someone’s value or personal worth.

    6. What are the three guidelines to follow in reporting the results of an evaluation?
    Describe.

    - Be audience focused- the purpose for conducting an evaluation is to provide


    information for decision making by primary audience.
    Stick to the Evaluation Purpose- should keep the main body of an evaluation
    report focused on information that fulfils the purpose for conducting the
    evaluation.
    Use Data as Intended- should maintain consistency with actual data when
    reporting and interpreting findings.

    Questions on Case Study (page 628):

    1. Which type of evaluation would be most relevant to the nurse manager’s concern? Why?

    - Process or Formative Evaluation is the most relevant type of evaluation to the


    nurse manager’s concern because it’s main purpose is to make necessary
    adjustment to an educational activity as soon as they are identified, such as
    changes in personnel, materials, facilities, teaching methods, learning objectives
    or even the educators own attitude.

    2. Putting yourself into Sharon’s place, describe in detail an evaluation that you would
    conduct with the patients as the primary audience.

    - I will conduct the Outcome or Summative Evaluation which determines effects of


    teaching effort. The patient use of information in day-to-day life.

    Reference:

    Bastable, S. B. (2019). Nurse as educator: principles of teaching and learning for nursing
    practice. Burlington, MA: Jones & Bartlett Learning.

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