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close this bookEducational Handbook for Health Personnel (WHO - OMS, 1998, 392 p.)
close this folderChapter 4: Test and measurement techniques
View the document(introduction...)
View the documentWhy evaluate?
View the documentGuidelines for evaluating a health personnel training programme - summary description
View the documentPoints to consider in assessing the extent to which programme changes foster closer relationships between schools for health personnel and the wider society
View the documentGuidelines for evaluating general and intermediate educational objectives
View the documentEvaluation of learning materials
View the documentEvaluation of human resources1
View the documentMonitoring the process of implementation of the programme1
View the documentEvaluation by students of programmes, teaching techniques and teachers1
Open this folder and view contentsEvaluation of students' level of performance
View the documentStages of assessment
View the documentTest construction specification table (for intellectual skills)
View the documentRelative and absolute criteria tests
View the documentSteps in item analysis (relative criteria tests)

Evaluation of learning materials


A distinction should be made between technical validation and educational evaluation of materials.

Technical validation:1 verification that the content is technically correct, up to date, written in the appropriate technical terms and full enough to meet learning objectives but without irrelevant information detrimental to the clarity or usefulness of the materials. This ensures the relevance of the content.

Educational evaluation:1 verification that the materials are property structured, easy to use, clear, etc., so as to facilitate learning and enable the students to attain the specific objectives for which the materials have been selected or prepared.

1 Based on Romiszowski (see footnote to page 1.72).


Key question on self-learning materials (SLM)


In part


Impossible to say from data available

1. Do the SLM set out the professional tasks to be mastered?

2. Do the SLM deal with a problem of high social and economic importance or that is life-threatening?

3. Do the SLM deal with a problem that is not being well hand led by health professionals?

4. Will the SLM force the students to formulate or reformulate their learning objectives?

5. Do the SLM make clear which important principles and concepts students need to understand in order to carry out their professional tasks in the unit?

6. Do the SLM include alt the learning resources that are needed?

7. Are the students involved in the selection of the learning materials they will need?

8. Do the SLM have enough practical exercises and repetition to enable the students to reach the required level (in terms of the criteria set for specific educational objectives)?

9. Do the SLM specify the background work which the students can do on their own?

10. Do the SLM include provision for the students to evaluate their own progress towards the attainment of the learning objectives?

11. Are the students involved in the evaluation of the SLM (including evaluation of the tutor/specialist)?

12. Do the SLM specify how the final evaluation of the students will be done?

13. Does the final evaluation match the professional tasks that have bean specifically enumerated (see question 1)?

14. Are the SLM sufficiently clear as a whole (test: teacher peer review)?