The development of an evaluation Q-sort : a study of nursing instructors
Bibliographic record
Abstract
The purpose of this study was to develop an Evaluation Q-Sort and to test it by measuring the perceptions held by-nursing, instructors of the relative importance of five functions and effects of evaluation. The functions and effects identified for study were: the measurement of student achievement, the measurement of student progress, psychological effects of evaluation, the influence of evaluation on teaching, and the influence of evaluation on administration. An Evaluation Q-Sort was developed and used to measure the perceptions of evaluation held by the 111 nursing instructors in the six professional nursing schools in the Lower Mainland and Vancouver Island areas of the Province of British Columbia. The population was divided into ten classifications according to various criteria related to role, experience, preparation, and instructional setting. The central hypothesis assumed that the group of instructors as a whole would not assign greater importance to anyone of the five functions and effects of evaluation. The nine sub-hypotheses assumed that the perceptions of evaluation held by nursing instructors would not be influenced by the variables selected for study. The .05 level of significance was used in the study. The results indicated that the nursing instructors did ascribe significantly different degrees of importance to the five functions and effects of evaluation. Measurement of student achievement was ascribed least importance and measurement of student progress was ascribed most importance among the functions and effects studied. In addition, differences were found with respect to the nature of the instructors' responsibilities, the type of school in which she taught, and her stated level of satisfaction with preparation as an evaluator. No differences were found with respect to length of experience in nursing service or education, preparation as an instructor, course in tests and measurements, instructional focus, and instructional setting.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.051 | 0.119 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".