1993 Volume 3 Issue 1 Pages 9-21
As the nursing educaion is associated with qualifying examination,the evaluation of the achievement level is one of the most important tasks when curriculum is put into practice. However, evaluating the achievement level in the clinical nusing practice, in fact, seems to be carried out with quite uncertain method. This is due to a feature of the nursing including various disciplines, difficulty of establishing evaluation criteria, and differrent recognition of the goals among instructors.
The purpose of this study was to find out problems of the present methods to evaluate the achievement level and identify the causative factors in order to develop a format for evaluation of the achievement level more effectively.
At first, I identified educational terms related to evaluation of the achievement level, meanwhile, I reviewed how these terms were actually interpreted among instructors. Then, with comparing the differences between identified concepts and instructors' interpretation of the terms, I discussed the causitive factors of the present problems. Considering the factors above mentioned, I proposed that:
1)the method to evaluate the goals to be developed (achieved),
2)evaluation criteria established with verious points of view,
3)definition between formative evaluat10n and comprehensive evaluat10n,
4)the method to evaluate the learners'behaviour,
5)the application of the multidimensional evaluation criteria.
