Table of Evaluation Strategies

Evaluation Strategy

Formative or
Summative?
Why?

Learning
Activity
(Identify
focus of
Activity)

Learner-Centered

Domain/ Level of Learning

Objectives to be
Measured

One minute paper:

Formative:

One minute

By the end of this

Cognitive: Remembering,

Students write a quick summary of

Provides

paper on

class, students will:

Understanding

what they learned about a specific

feedback and

concept of

Define

topic. Often used at the end of

measures

hypoglycemia.

hypoglycemia

class to assess student learning and student progress

Describe signs/

provide feedback regarding

during learning

symptoms of

effectiveness of teaching

process.

hypoglycemia

strategies.
Presentation:

Can be

Student

By the end of this

Cognitive: Applying,

Provides opportunities for students

formative or

presentations

presentation, students

Evaluating, Creating

to be creative, engage with the

summative.

on Diabetes

will:

material, teach others, actively

Measures

Mellitus

Describe the signs

participate, and use critical

learning either

and symptoms of

thinking skills.

during or after

Diabetes.

Table of Evaluation Strategies

the learning

Explain indicators

process.

of control and
complications of
diabetes.
Develop a plan of
care for a patient with

Out of the hat/ box:

Can be

Students pull

Diabetes
By the end of this

Instructor creates a pool of topics

formative or

an object out

activity, students will: Understanding

to be discussed or evaluate.

summative to

of a box

Identify multiple

Students select a topic from the

measure

(multiple

oxygen supplies by

hat and then demonstrate

learning either

oxygen

name

competence via psychomotor

during or after

supplies) and

Identify specific use

demonstration or verbal

the learning

identify object

for each oxygen

explanation, etc

process.

by name and

supply object

The chosen

describe use.

activity is used

Cognitive: Remembering,

Table of Evaluation Strategies

for formative
Concept maps:

assessment.
Formative.

Students create

Upon completion of

Cognitive: Evaluating.

Graphic organization and

Assist with

a concept map

concept map

Applying

representation of a concept to

learning process demonstrating

demonstrate relationships between

and provide

the relationship student will:

two or more ideas.

feedback to

between

Describe relationship

improve

contributing

between contributing

teaching

factors and the

factors and patients

strategies.

patients

diagnosis of Heart

diagnosis of

Failure
By the end of the

assignment, the

Debate:

Formative or

Heart Failure
Two teams of

One or more students argue on

summative. Can

students debate debate, students will:

opposing sides of an issue (for or

be used at the

the pros and

Analyze positive and

against). The subject is relevant to

completion of

cons of Health

negative results of

the topics discussed in class or in

learning or as

Care Reform

health care reform in

clinical.

an adjunct to

and the

the U.S.

Cognitive: Applying,
Evaluating

Table of Evaluation Strategies

the learning

Affordable

Identify elements

process. This

Care Act.

contributing to

example is

increased health care

formative.

costs in the U.S. and

the impact of health

Unfolding Case Study:

Formative. Best

Brief video

care reform.
By the end of this

A case study that progresses over

used to assess

clip introduces

class, students will:

time to combine experiential

and develop

scenario.

Apply nursing

learning through a simulated

critical thinking

Students

process to a case

experience with continuity of care

and clinical

answer

study.

and integration of knowledge,

reasoning skills.

questions.

Create an

Instructor

appropriate plan of

reads the next

care for an acute

portion.

traumatic brain injury

Students use

using nursing process

nursing

and resources.

skills, and attitudes.

Cognitive: Applying,
Evaluating, Creating

Table of Evaluation Strategies

process to
prioritize
safety,
immediate
actions, and
Virtual Simulation:

Formative or

interventions.
The virtual

A type of simulation that involves

summative.

simulation will

class, students will:

use of a virtual environment.

Provides

address the

Identify potential

Similar to a digital video game,

feedback and

learning of

disasters related to

students develop avatars which

information

concepts of

specific geographical

can explore the environment and

during the

environmental

locations

interact with other users. Students

learning process disasters

Develop an

meet virtual clients, participate in

or can be used a

emergency plan for

individual or group activities, and

final grading

each specific type of

provide services for clients.

tool.

disaster. Weather-

By the end of this

Cognitive: Evaluating,
Applying, Creating

related, industrial,

Table of Evaluation Strategies

environmental