by Jawhrah Alqahtani, Emily Burritt, Christina Otswald, & Stephanie Randazzo
"Tell me and I forget. teach me and I remember. Involve me and I learn" - Benjamin Franklin
Classroom Assessment Techniques (CAT)
Formative assessment methods allow the teacher to evaluate the students' understanding of the information (the course content) and assess the effectiveness of the teaching methods.
Links:
1. Center for Excellence in Learning and Teaching Iowa State University.
http://www.celt.iastate.edu/teaching-resources/classroom-practice/teaching-techniques-strategies/check-student-learning/
2. The George Washington University Teaching and Learning Center.
http://tlc.provost.gwu.edu/
http://www.celt.iastate.edu/teaching-resources/classroom-practice/teaching-techniques-strategies/check-student-learning/
2. The George Washington University Teaching and Learning Center.
http://tlc.provost.gwu.edu/
Authentic Assessment
A type of assessment in which learners are asked to perform real-life tasks that demonstrate meaningful application of essential knowledge and skills. It focuses on enabling students to demonstrate their competencies in customized setting. Then, student performance on each task is assessed and scored on a rubric to determine how successfully the learners have met stated objectives or particular standards.
Links:
https://www.youtube.com/watch?v=c_gibuFZXZw
https://www.youtube.com/watch?v=SvT6RmuZigw
Examples of CAT and Authentic Assessment Evaluations:
Muddiest Point : The students write down the most confusing concept or something they don’t understand then hand it in.
Links:
https://www.youtube.com/watch?v=c_gibuFZXZw
https://www.youtube.com/watch?v=SvT6RmuZigw
Examples of CAT and Authentic Assessment Evaluations:
Muddiest Point : The students write down the most confusing concept or something they don’t understand then hand it in.
- Applied to Nursing: The course facilitator can review in private, categorize and determine what needs to be reviewed, clarified or presented in another way, generally at the beginning of the next class.
- Applied to Nursing: Can be used post clinical conference in nursing for student reflection, the course facilitator can guide the student of point to areas for further clarification.
- Applied to Nursing: Can be used in nursing to help create links between medical diagnoses, nursing diagnoses, etiology, symptoms, treatments, etc. This is especially useful when making links between classroom and clinical. Students are able to take knowledge gained from both the classroom, clinical, and outside experience to create the concept map.
- Applied to Nursing: Allows students to express purposeful observation that occurred in clinical and express how they may have felt about what they experienced. They also have the chance to incorporate knowledge learned from both the classroom and clinical to defend their expressed values. Journaling is also a good way to have nursing students reflect on their performances and gain insight on potential improvement.
- Applied to Nursing: Nursing classes are often content laden and require the teaching of a wide variety of different concepts. The one-minute paper at the end of class can allow the instructor to understand what they may need to focus on the next class and what does not need further clarification.
- Applied to Nursing: Simulation allows students to demonstrate that they are competent to perform nursing care in a real-life situation and are prepared to use all concepts and knowledge taught. Students must demonstrate that they are able to perform required skills. With this technique students can show that they are able to critically think and come up with new knowledge.
Authentic Assessment - Article 1
Learning Through Authentic Assessment: An Evaluation of a New Development in the Undergraduate Midwifery Curriculum by Raymond, Homer, Smith, & Gray
A study on the Nursing Education in Practice (2013), done by Raymond, Homer, Smith, & Gray, aimed to develop, examine, and evaluate a small scale authentic assessment item. The participants in this study were seven senior students and three members of the midwifery teaching team as participants in this study to explore the feasibility and usefulness of introducing an authentic assessment item for senior students in the undergraduate midwifery curriculum (Raymond, Homer, Smith, & Gray, 2013). In this study, the authentic assessment item is focused on a common clinical scenario in midwifery practice and female catheterization (Raymond, Homer, Smith, & Gray, 2013). The data in this study were collected through three different processes: anonymous online survey completed by the senior students following the simulation activity, a facilitated student focus group following the assessment activity, and a discussion by the three members of the midwifery teaching team.
The new assessment item consisted of a simulated clinical scenario, in midwifery practice, of a woman in labor who required female catheterization (Raymond, Homer, Smith, & Gray, 2013). During this task, students required to explain the reason for catheterization to the patient and undertake the procedure using an aseptic technique (Raymond, Homer, Smith, & Gray, 2013). In addition, the clinical scenarios were video-recorded by the students for peer and teacher assessed against marking criteria (Raymond, Homer, Smith, & Gray, 2013). Also, peer learning took place in this study through encouraging students to work in two small groups. The new assessment item intended to evaluate the student’s knowledge of the significance of caring in nursing practice, effective communication with the patient, aseptic technique, and the clinical skill related to the procedure (Raymond, Homer, Smith, & Gray, 2013). It also aimed to develop students’ critical thinking skills, encourage students to provide high-quality care in their future practice, and prepare students’ to be critical thinkers as a graduate.
The study concludes that there is significant learning inherent in an authentic assessment which utilizes a combination of knowledge, attitudes, and skills (Raymond, Homer, Smith, & Gray, 2013). Also, authentic assessment allows students to learn knowledge and practice the skills together as well as improving students’ confidence in real practice. In this study, participants illustrated that the best parts of the task were learning by doing and watching, learning from observing others and themselves in the video recorded “role play”, and the competencies, knowledge, and confidence improvement and development (Raymond, Homer, Smith, & Gray, 2013). Finally, the authentic assessment is an innovative learning strategy and should be used in nursing education to enhance deep learning among nursing students.
A study on the Nursing Education in Practice (2013), done by Raymond, Homer, Smith, & Gray, aimed to develop, examine, and evaluate a small scale authentic assessment item. The participants in this study were seven senior students and three members of the midwifery teaching team as participants in this study to explore the feasibility and usefulness of introducing an authentic assessment item for senior students in the undergraduate midwifery curriculum (Raymond, Homer, Smith, & Gray, 2013). In this study, the authentic assessment item is focused on a common clinical scenario in midwifery practice and female catheterization (Raymond, Homer, Smith, & Gray, 2013). The data in this study were collected through three different processes: anonymous online survey completed by the senior students following the simulation activity, a facilitated student focus group following the assessment activity, and a discussion by the three members of the midwifery teaching team.
The new assessment item consisted of a simulated clinical scenario, in midwifery practice, of a woman in labor who required female catheterization (Raymond, Homer, Smith, & Gray, 2013). During this task, students required to explain the reason for catheterization to the patient and undertake the procedure using an aseptic technique (Raymond, Homer, Smith, & Gray, 2013). In addition, the clinical scenarios were video-recorded by the students for peer and teacher assessed against marking criteria (Raymond, Homer, Smith, & Gray, 2013). Also, peer learning took place in this study through encouraging students to work in two small groups. The new assessment item intended to evaluate the student’s knowledge of the significance of caring in nursing practice, effective communication with the patient, aseptic technique, and the clinical skill related to the procedure (Raymond, Homer, Smith, & Gray, 2013). It also aimed to develop students’ critical thinking skills, encourage students to provide high-quality care in their future practice, and prepare students’ to be critical thinkers as a graduate.
The study concludes that there is significant learning inherent in an authentic assessment which utilizes a combination of knowledge, attitudes, and skills (Raymond, Homer, Smith, & Gray, 2013). Also, authentic assessment allows students to learn knowledge and practice the skills together as well as improving students’ confidence in real practice. In this study, participants illustrated that the best parts of the task were learning by doing and watching, learning from observing others and themselves in the video recorded “role play”, and the competencies, knowledge, and confidence improvement and development (Raymond, Homer, Smith, & Gray, 2013). Finally, the authentic assessment is an innovative learning strategy and should be used in nursing education to enhance deep learning among nursing students.
Authentic Assessment - Article 2
Adding Rigor to Classroom Assessment Techniques for Non-Traditional Adult Programs: A Lifecycle Improvement Approach by Thomas & Hornsey
The article attempts to explore the topic of transforming nursing education through authentic assessment. Authentic assessment goes beyond traditional modes assessing student learning and collects information about student achievement. Authentic assessment goes beyond assigning a score to the individual, but measures transference of knowledge and integration of complex concepts.
There are 3 categories of authentic assessment: context, student role, and scoring. There are 3 features in each category. The category of context features realistic activity, performance based tasks, and cognitively complex tasks. The category of student role features answer or product defense, formative assessment, and collaboration. The category of scoring features known criteria or student developed criteria, multiple indicators, and mastery being an expected outcome.
Designing authentic assessment requires that you first review the current assessment techniques for authenticity. The next step requires that the outcome be assessed and determined to be either a student produced product or demonstration. The relevance of the assessment needs to also be in line with the clinical or classroom environment. Self-assessment and critical reflection need to be engaged. Physical environment, tools, and technology must resemble real life situations. In the article, Ashford-Rowe and colleagues’ 8 Critical Elements to Determine Authenticity Table was utilized.
1. Does the assessment activity challenge the student?
2. Does the final assessment outcome require a performance or product?
3. Does the assessment activity require a skill demonstration that
indicates transference of learning?
4. Does the assessment activity require demonstration of metacognition?
5. Will the final product or performance be recognized as authentic by
those in the workplace?
6. Are the assessment tools actual or simulated and is fidelity required?
7. Is student discussion and feedback required as part of the assessment?
8. Is student collaboration required as part of the assessment?
The table was used as a framework to assess the process of creating authentic learning assessment and teaching strategy.
The article concludes with examples of authentic assessment and a statement on the importance of authentic teaching strategies in transformational learning. Authentic learning engages students and creates opportunities for students to excel. By developing curriculum, assessment measures, and teaching strategies in line with authentic learning not only will nursing education be transformed, but also nursing practice.
The article attempts to explore the topic of transforming nursing education through authentic assessment. Authentic assessment goes beyond traditional modes assessing student learning and collects information about student achievement. Authentic assessment goes beyond assigning a score to the individual, but measures transference of knowledge and integration of complex concepts.
There are 3 categories of authentic assessment: context, student role, and scoring. There are 3 features in each category. The category of context features realistic activity, performance based tasks, and cognitively complex tasks. The category of student role features answer or product defense, formative assessment, and collaboration. The category of scoring features known criteria or student developed criteria, multiple indicators, and mastery being an expected outcome.
Designing authentic assessment requires that you first review the current assessment techniques for authenticity. The next step requires that the outcome be assessed and determined to be either a student produced product or demonstration. The relevance of the assessment needs to also be in line with the clinical or classroom environment. Self-assessment and critical reflection need to be engaged. Physical environment, tools, and technology must resemble real life situations. In the article, Ashford-Rowe and colleagues’ 8 Critical Elements to Determine Authenticity Table was utilized.
1. Does the assessment activity challenge the student?
2. Does the final assessment outcome require a performance or product?
3. Does the assessment activity require a skill demonstration that
indicates transference of learning?
4. Does the assessment activity require demonstration of metacognition?
5. Will the final product or performance be recognized as authentic by
those in the workplace?
6. Are the assessment tools actual or simulated and is fidelity required?
7. Is student discussion and feedback required as part of the assessment?
8. Is student collaboration required as part of the assessment?
The table was used as a framework to assess the process of creating authentic learning assessment and teaching strategy.
The article concludes with examples of authentic assessment and a statement on the importance of authentic teaching strategies in transformational learning. Authentic learning engages students and creates opportunities for students to excel. By developing curriculum, assessment measures, and teaching strategies in line with authentic learning not only will nursing education be transformed, but also nursing practice.
Additional Links:
http://www.slideshare.net/freshious/authentic-vs-traditional-assessment?related=2
https://www.youtube.com/watch?v=QkOxhPc_4-8
https://www.youtube.com/watch?v=SvT6RmuZigw
https://www.youtube.com/watch?v=QkOxhPc_4-8
https://www.youtube.com/watch?v=SvT6RmuZigw