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Objectives:
1.
2.
3.
4.
The information collected may be quantitative or qualitative depending on how it is used( Brookhart, 2005).
Definition of assessment is quite similar to formative evaluation
Types of Assessment
1. Formative Assessment - Usually carried out at beginning or during a programme, e.g. coursework which gives feedback to
students.
2. Summative Assessment - Assessment that summarises student learning at end of module or programme
Evaluation
-
Is term that is more commonly associated with summative evaluation which takes assessment to the next level of judging the
value
Summative evaluation suggests that the decision may be made. In clinical disciplines, clinical instructor must evaluate student
attainment of course outcomes and defined program competencies.
Selecting Strategies
-
The strategies discussed in this chapter provide faculty with a variety of techniques to use to assess and evaluate students
learning outcomes.
The idea of adapting a teaching strategies as an assessment tool allows students to practice the same process by which they
will ultimately be evaluated.
Major Reason for faculty to consider new assessment and evaluation are so they can:
1) Better assess and evaluate all domains of learning
2) Assess higher levels of the cognitive domain ( e.g. analysis, synthesis)
3) Assess critical thinking
4) Prepare students for licensing or certification examination
Assessment
Clinical Work
Seminar
Group work
Peer Group presentation
Domain of learning
Domain of learning
Cognitive knowing or thinking
Recognise and apply the basic principles of classroom management and discipline.
Identify the key characteristics of high quality science teaching.
Develop a comprehensive portfolio of lesson plans
Affective- feelings
Display a willingness to co-operate with members Participate successfully in Peer Assisted Learning project
Psychomotor
Demonstrate good classroom presentation skills
Perform laboratory practical work in a safe and efficient manner.
Setting
Another critical factor to consider is the setting in which the instruction and assessment will occur. Most faculty are comfortable
in traditional classroom setting, but more than half of all nursing schools are now using form of computer- based learning support. For
some, technology provides an adjunct or supports to the nursing course. For others, the entire course is web- based and delivered
online.
Choice of strategy
When choosing the best strategy for the purpose , faculty must weigh the advantages and disadvantages of each strategy.
Faculty should consider time for preparation, implementation and grading. Other issues such as cost.
Procedures
Any procedures must be well planned, the strategy must be pilot- tested before it is fully implemented.
Validity and Reliability
In determining validity,faculty must ask whether the assessment technique is appropriate to the purpose and whether it
provides useful and meaningful data (Linn and Gronlund, 2005). Faculty must consider the fit of the assessment strategy with identified
objectives. It is a challenge to develop sound criteria for assessment that accurately reflect the special outcomes, objectives, and
content.
To establish Face Validity, faculty must seek input from colleagues by asking question such as Do these criteria appear to
measure what my objectives are? In addition, obtaining the opinion of other content experts can assist in determining whether there is
adequate is adequate sampling of the content. traditional approach.
According to Gronlund (2006), asserts that this view is being replaced by validity as a unitary concept, based on several different
categories of evidence( Face- related evidence, content- related evidence).
Effectiveness
After the assessment strategy is implemented, it is essential to determine its overall
effectiveness.
Issues related should be examined as well.
1) Was the strategy an effective use of resources( time of students and faculty and
financial resources)
2) Were there adequate data to determine if the learning outcome was met?
3) Are there any problem with the implementation of the technique?
4) Would the faculty consider this strategy to be a good choice for future use?
Matching the Assessment Strategy to the Domain of Learning
Educators must also be mindful of the domain learning being assessed and evaluated
Type of behaviour/ Domain of
Learning
Assessment
Cognitive
(demonstrate: Knowledge,
Comprehension, Application,
Analysis, Synthesis, Evaluation)
Affective ( Integration of beliefs,
Ideas and Attitudes)
Lectures
Tutorials
Discussions
Laboratory work
Clinical Work
Seminar
Group work
Peer Group presentation
Written Examination
Psychomotor ( Acquisition of
Physical skills)
Particularly important in
nursing
Simulations
The taxonomy of Affective Assessment and Evaluation as applied to nursing ( Krathwohl, Bloom, & Mases, 1964).
Objective
Exceeds expectation
Meets Expectation
Below Expectation
90-100%
75-90%
<75%
Outstanding use of
literature showing
excellent ability to
synthesise evidence in
analytical way to
formulate clear
conclusions.
Adequate the
introduction the
conclusion
And
Transition are ordinary
but purposedfully
connect content
Domain and
assessment
High level
cognitive
Affective
Psychomotor (if
video)
Formativ
e
summativ
e
Possible application
Placement in
program of study
For evidence of
progress
Outcome measure
for individual or
program
Marketing tool for
job placement
Advantages
Broad
sample of
student
work
Document
s
Identifies
students
strength
and
weakness
es
Reflection
Disadvantages
Issues
Time
for
collection
and
grading
Need
storage
place
Additional
expenses
with
electronic
portfolios
Time needed for
learning
Ownership
of the
portfolio
Responsibilit
y for
collection
Non
selective or
selective
portfolio
Purpose
1) As proof of achievement
2) As an outcome or assessment measure of a program
Assessment of student work may occur during the course(formative)
At the end of the course(summative)
3) As marketing tool for job placement
4) For student in a program of study
Note: it is important that clearly established be identified for the assessment and evaluation of the portfolio
Regardless to format, portfolio, are used to obtain broader sample of student performance( Gordon, 2003), but they have
more recently become common place in education and nursing education
Advantages
Disadvantages
Issues
Technique
Domain and
Assessment
High- level
cognitive
Formative
Summative
Reflection
Possible
Application
Selfassessment
Integration of
learning can be
demonstrated
Critical thinking
can be assess
Advantages
Disadvantages
Issues
Active student
involvement
Encourages
students to form
connection
within and
between content
Time consuming
for both
students and
faculty
Student
frustration with
lack clarity of
assignment
Grading criteria
can be
developed
Requires a high
degree of trust
May want to
consider
anonymous
grading
Description
1) Development of self assessment via the mechanism of reflection is an essential component of professional
development ( Benner,Leonard, Day, 2009)
2) Self- monitoring of clinical practice ( paying attention to clinical action while in the moment, purposely examining the
impact of ones actions, and using the insight to improve future thinking and practice).(epstien, Seigel and Silberman,
2009)
Create more thoughtful, self aware and reflective practitioner who will ultimately contribute to
improved quality of care
Purpose
1) Allows faculty to view the students ability fully consider a question, an experience or thesis
2) Allows faculty to assess students understanding and helps students expand critical thinking skills (Atchison et al.,
2006)
Advantages
Disadvantages
Issues
Describing
Diagnosing
Judging
Technique
Domain and
Assessment
High level of
cognitive and
affective domain
Formative
summative
Papers
Possible
Application
Critical skills
Writing skills
Synthesis of
ideas
Advantages
Disadvantages
Issues
More in depth
information in
area of interest
Subjectivity in
grading
Limited sample
of ability
Reliability
Grading criteria
Writing is the
scholarly model
of for self
expression
Description
Can be used to demonstrate organizational skills, critical thinking and written communication while encouraging
creativity. Papers are written reports.
Advantages
Disadvantages
Technique
Essays
Time involvement
Faculty may become distracted from the content of the paper
Domain and
Assessment
High level of
cognitive and
affective domain
Possible
Application
Critical skills
Writing skills
Demonstrate
Advantages
Disadvantages
Issues
Shorter than a
paper
Easy to
Less sample of
content
Time to write
Reliability
Grading criteria
Clarity of
Formative
summative
decision
making,
rationale
construct and
administer
Creativity
and grade
question
Description
Can be used to demonstrate organizational skills, critical thinking and written communication while encouraging
creativity.
Technique
Oral (verbal)
questioning
Domain and
Assessment
All ranges of
cognitive
domain
Affective
Summative
Formative
Possible
Application
Evidence of
thinking process
with why
question
Evidence of
verbal skills
Defense:
determines
content mastery
and evidence of
synthesis
Advantages
Disadvantages
Issues
Quick to prepare
Inexpensive
Opportunity for
student to
receive
immediate
feedback
Perceived by
students as
threatening
Bias of
evaluator
Must determine
the difference
between
questioning for
teaching versus
assessment
Can be
subjective
Advantages
Disadvantages
Issues
Computer
based tool
available for
ectronics
submission
Works well for
students who
are highly visual
in their
Artistic students
may have an
advantage
Reliability
Grading criteria
Allow student
creativity
Technique
Concept
mapping
Domain and
Assessment
All ranges of
cognitive
domain
Possible
Application
Concepts
expressed in a
visual way
Shows
relationships
between among
topics
orientation
Description
This strategy provides a visual means for students to demonstrate their ability to think critically, organize information,
understand complex relationships, and integrate theoretical knowledge into practice ( Caputi, 2010).
Purpose
When concept mapping is chosen for assessment and evaluation, the purpose of the assignment will drive the
assessment criteria.
Example: assessment and evaluation criteria may include such things as a content analysis ( the number of items
included), the clarity of the organizational structure, accuracy of relationships, and categorization of of content.
Advantages
Demonstrates cognitive synthesis skills with a minimum of writing
Allows faculty to gain insight into the ways students assilimilate new information and how students are connecting the
material
Disadvantages
Difficult to follow
May be more challenging to interpret the students intent
Technique
Audio and video recording
Domain and
Assessment
All ranges of
cognitive
domain
Affective
Video gives
evidence of
psychomotor
domain
Formative
Summative
Possible
Application
Verbal skills
Interviews
Group
Discussion
Video captures
Non verbal
performance
Advantages
Disadvantages
Issues
Maybe difficult
to get quality
recording for
each member
Requires time to
listen
Expense and
maintenance of
equipment
Requires consent
Student should
be aware of how
the recording will
be used
Confidentiality of
patient data is
critical
Description
Can be used to demonstrate communication skills, group process and interviewing skills
Audio recording allows the evaluator to focus on verbal communication without any distracters
While video recording captures more complete essence of the competencies being evaluated
Using a video camera to record student performance is useful
Advantages
Disadvantages
Issues
Technique
Patient Simulation
Confidentiality is an issue.
Domain and
Assessment
Psychomotor
High- level
cognitive
Affective
Possible
Application
Safe practice
Preparation
for clinical
Advantages
Disadvantages
Issues
Active
involvement of
students and
faculty
Team
interaction
Expensive
Specially
trained
personnel
including the
faculty
Small numbers
of active
students per
scenario
Description
High- fidelity simulation provides a safe environment to evaluate skills that are essential for quality nursing practice.
The combinations of video recording with simulation provides opportunities for debriefing with students
To evaluating individual skill performance and demonstration of higher thinking ,simulation allow for assessment of
team interaction.
Advantages
Disadvantages
Technique
Service learning
Expensive
Simulation units (place where to put)
Additional video recording equipments
Time for faculty
Can only accommodate only a small number of active participants.
Domain and
Assessment
High levels of
cognitive
domain
Affective
Formative
Summative
Possible
Application
Evidence of
complex
communication
and problemsolving skills
Teamwork of
group project
Advantages
Disadvantages
Issues
Authentic
learning and
assessment
Student
exposure to
diverse or
served
Time to
coordinate
Assessment
should include
outcomes for
student learning
and agency
satisfaction .
population