Student Performance Evaluation

A rating scale was developed by using the learning outcomes as the criteria for judging student performance on a numerical scale. Gronlund (1973) argued that some objectives required higher levels of achievement to master than others. This was reflected in the descriptors of the particular skill to be evaluated. The numerical scale 4, 3, 2, and 1, reflected excellent, good, fair, and poor respectively.

In development of this rubric, assessment was scored out of 12, diagnosis and planning were scored out of 16, implementation scored out of 28, and evaluation scored out of 8. Using the dress code and professional standards an additional four points could be awarded based on student’s appearance and deportment. The maximum achievable score

She has to apply previous knowledge and carry out a procedure in a given situation. The student would have to analyze and break material into constituent parts, and relate it to an overall structure of purpose, and evaluate. She is evaluated on her ability to make judgments based on criteria and standards, to create-put elements together to form a coherent or functional whole; recognizing elements into a new pattern or structure. This will assist in critically analyzing each area of students’ potential area to be tested (Learning Taxonomies

The evaluation tool was constructed to measure the student’s achievement of the learning outcomes. The student should demonstrate her ability to organize and prioritize nursing care. If this is not done essential time can be wasted without achieving the desired goals for the patient. This could also compromise the health and safety of the postoperative patient. For example, if pain medication was not given on time it may result in increased pain for the patient and also could account for an elevated blood pressure. After prioritizing nursing duties the student must demonstrate a high level of competency and confidence when performing nursing skills. This builds a sense of trust between her and the patient and communicates to the examiner that the student knows what she is doing. The tool would evaluate the good communication skills with patient and other members of staff. The student for example, would be able to demonstrate good interpersonal relationship skills between patient and other members of