Include ways to evaluate students cognitive
Written tests are used to assess and evaluate teaching and learning outcomes in the classroom. However, developing, administering, and analyzing the results of tests is an involved and challenging process. Developing a test that is valid, reliable, and fair requires much thought and planning.
Clinical performance evaluation tools should provide data that is necessary to judge the extent to which students have learned the required outcome objectives in the clinical environment. Providing a valid, reliable, and fair clinical evaluation is one of the most important and challenging faculty roles.
During week 8, you will focus on multidimensional evaluation with diverse, fair, and objective tools and methods to be completed over time that permit formative and summative analysis of learning experiences. You will also discuss evaluation and accreditation of a nursing program.
Introduction Transcript
Assessment in education involves the collection of data about
learners or programs over a period of time. It includes a variety of
techniques and strategies that enable the instructor to examine student
performance and make decisions about course grades and clinical
competence.
Evaluation in education occurs when the instructor analyzes and
interprets assessment data for making judgments about student learning
and achievement and measuring the outcome of the teaching-learning
process.
This week, you will discuss communicating grading expectations,
guidelines, and rubrics, as well as reviewing strategies for assessing and
evaluating learning outcomes.
Agenda
Billings and Halstead: Read chapters 22, 23, 24, 25, 26, and 27
Summary Reading
Assessment in education involves the collection of data about learners or programs over a period of time. It includes a variety of techniques and strategies that enable the instructor to examine student performance and make decisions about course grades and clinical competence.
Evaluation in education occurs when the instructor analyzes and interprets assessment data for making judgments about student learning and achievement and measuring the outcome of the teaching–learning process. Grading is often confused with evaluation. However, grading is the process of assigning a symbol to represent the quality of a student’s performance or achievement; symbols could include letters, categories, percentages, etc.
This week, you will discuss communicating grading expectations, guidelines, and rubrics, as well as reviewing strategies for assessing and evaluating learning outcomes, including:
Portfolios
Role playing
Critiquing
Journaling
Written papers
Essays
Oral or verbal questioning
Demonstrations
Concept mapping
Service learning
PAGE 1
What is your position on assigning grades based on a curve (a relative scale)? Explain and defend your position.
PAGE 2
Clinical performance evaluation is subjective and involves the judgments of the evaluator. It is filtered by the evaluator’s perspective, values, and biases. With this in mind, select three clinical evaluation strategies that you believe are fair and accurate in order to measure student learning, and determine their competency and safety in the clinical setting. Explain your rationale for why you selected each of the strategies, and how they align with your personal philosophy of teaching. Make sure the strategies that you selected include ways to evaluate students cognitive, psychomotor, and affective domains of learning.
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