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Similar to DME -- Student Assessment -- Latest.pptx
DME -- Student Assessment -- Latest.pptx
- 1. Student Assessment Measuring Students’Achievement in Learning 1
- 2. ** Process tounderstand what the students have learnt about the subject & to what extent they are able to apply the learning to the actual field of practice ** Evaluation : Synonym of ‘Assessment’ What is Student Assessment ? 2
- 3. Teaching – LearningObjectives “Student Assessment” Participants will be able to restate -- 1. Purposes 2. Measuring Instruments 3. Communicating assessment results 4. Guiding Principles 5. Forms & Methods 6. Common weaknesses
- 4. Teaching – LearningObjectives “Student Assessment” • Participants will be able to – 7. Prepare an Assessment Tool in their own area of speciaty
- 5.
- 6. Why is the ‘Assessmentof Learning Outcomes’ so important in any educational endeavor !!!
- 7. 7 Learning Pyramid* 7 * NationalTraining Laboratories for Applied Behavioral Sciences, Alexandria, VA.
- 8. Learning is mosteffective when there is activity on the part of the learner. Psychology of Evaluation - J.J. Guilbert 8
- 9. A Teaching –Learning Activity Mr. Raju has undergone a major abdominal surgery, today is the second post – operative day. Second Year Students : Post –Operative Ambulation 9
- 10. These students havealready learnt Basic Health Sciences Anatomy, Physiology, Biochemistry, Microbiology Pathology & Pharmacology 10
- 11.
- 12. How should weevaluate / assess What & How Much Students Have Learnt !!
- 13. Teacher Activity 1. Todecide on the learning objectives
- 14. Teacher Activity 2. Todevelop measuring tools & test them for Validity and Reliability
- 15. Teacher Activity 3. Tomeasure the learning outcome, using tools
- 16. Teacher Activity 4. Tocommunicate the result to students
- 17. Teacher Activity 5. Toobserve for improvement in students’ learning behaviour
- 18. What can thestudents learn from this activity ? What are the Specific Learning Objectives ?
- 19. Specific Learning Objectives Studentswill be able to --- 1. Demonstrate skill of observing patient’s General Health Condition 2. Communicate with the patient effectively 3. Use judgment to initiate the steps of ambulation 4. Use body mechanics while lifting the patient 5. Complete & Conclude the activity 6. Document the patient’s response to ambulation. 19
- 20. Each one ofthese methods has a specific measurement and Grading / marking system.
- 21. Measurement of Learning Commonones ---- 1. Observation checklist 2. Rating Scale 3. Marking scheme for question – answer 4. Visual Analogue Scale 5. Computer Assisted Evaluation 21
- 22. Specific Learning Objectives& Measuring Tools Students are able to --- 1. Demonstrate skill of observing patient’s General Health Condition 2. Communicate effectively 3. Use judgment to initiate the steps of ambulation 22 Checklist Rating Scale Checklist
- 23. Specific Learning Objectives& Measuring Tools Students will be able to --- 4. Use body mechanics while lifting the patient 5. Complete & Conclude the activity 6. Document the patient’s response to ambulation. 23 Checklist Rating Scale Checklist
- 24. How should wecommunicate the assessment result to the students
- 25. Student Assessment of LearningOutcome ** Displaying on the Notice Board ? ** Through College Office ? ** By the Teacher Supervisor after a discussion with the group ?
- 26. How can weobserve and monitor for improvement in students’ learning behavior ?
- 27. ** Repeating similaractivity in another clinical area ? ** Through oral question – answer session ? ** A Written Test ?
- 28. Let’s Revisit --Steps of Assessment Process
- 29. 5. To observefor improvement in students’ learning behaviour 4. To communicate the result to students 3. To measure the learning outcome, using tools 2. To develop measuring tools & test them for Validity and Reliability 1. To decide on the learning objectives 29
- 30. The purpose ofTeaching - Learning is not to cover the expectations, but rather to “uncover understanding” - Rick Stiggins
- 31. Let Us KnowA Few More Things About ‘Student Assessment’
- 32. Purposes of StudentAssessment 1. Achievement of Educational Goals 2. Motivation & Guidance of individual student and the whole group, so as to make them independent & professionally competent 3. Motivation of the teachers to improve teaching – learning activities 4. New curriculum development & revision 5. Research on : Teaching –Learning Process 32
- 33. Purposes of StudentAssessment : • Administrative purposes -- selecting students for scholarships, advance studies & other forms of incentives. • To select students with special skills for specific area of placement 33
- 34. Purposes of StudentAssessment • To do periodic SWOT analysis for teachers & students to motivate students for self – directed learning • SWOT Analysis • Strengths • Weaknesses • Opportunities • Threats
- 35. Assessment serves differentpurposes at different times: • it may be used to find out what students already know and can do; • it may be used to help students improve their learning; 35
- 36. The primary purposeof assessment is to improve learning.” 36
- 37. Principles are statementsof Experientially or Scientifically Proved Facts
- 38. Principles Guide ourEvery Action In Every Aspect of our Life *** All Teaching – Learning Activities Including Assessment Process Need to Follow Certain Principles As Guiding Stars 38
- 39. Principles of StudentAssessment • Assessment shapes learning. - So if we want to change students’ learning behaviour, we need to change the assessment methods • Assessment tasks determine the learning outcomes - Match simple assessment criteria to the given learning task and the task to learning outcomes 39
- 40. Principles of StudentAssessment • Effective assessment tools are tested & established for reliability and validity • Comprehensive assessment requires a variety of techniques • Proper use of assessment techniques requires an awareness of both their advantages and limitations
- 41. Forms & Methodsof Student Assessment
- 42. • Diagnostic –indicator of a learner’s aptitude and preparedness for a programme of study and identifies possible learning problems • Formative – designed to give feedback on progress and inform development • Summative – provides a measure of achievement made with respect to learning outcomes • Ipsative – provides information on an individual’s present performance compared with previous ones (personal best) 42
- 43. Planning with theEND in Mind Evaluation For Measurement Non- Measurement (e.g., Testing) (e.g., Observation) Value Judgment ( Good learning progress) *** Learning Objectives Guide the Decision in Selection of Assessment Methods 43
- 44. Common weaknesses in StudentAssessment
- 45. Common Weaknesses inAssessment • Tasks do not match outcomes • Criteria do not match tasks or outcomes • Criteria are not known to students • Students do not understand criteria • Overuse of one mode of assessment such as written examinations, essays, or closed problems • Overload of students and staff • Insufficient time for students to do assignments • Too many assignments with the same deadline 45
- 46. Common Weaknesses inAssessment • Insufficient time for marking • Criteria poorly defined, so consistency is difficult to achieve • Unduly specific criteria which create a straitjacket for students and make marking burdensome for lecturers • Inadequate or superficial feedback provided to students • Wide variation in marking between modules and assessors and within assessors (self consistency) • Variation in assessment demands of different modules. 46
- 47. Syllabus Teaching – Learning Methods Performance Evaluation Our EducationSystem : What it is 47
- 48. Syllabus Teaching – Learning Methods Performance Evaluation Our EducationSystem : What it should be 48
- 49. Student Assessment :Made Effective… ** Self appraisal ** Peer evaluation ** Teacher assessment ** Societal evaluation 49
- 50. Teaching – LearningObjectives 1. Purposes 2. Measuring Instruments 3. Communicating assessment results 4. Guiding Principles 5. Forms & Methods 6. Common weaknesses
- 51. Check Yourself ….. •Students’ Teaching – Learning Activity (Individual) : Measuring Blood Pressure 1. What is the most appropriate assessment method for this activity ? 2. Which measuring tool will assess students’ learning outcome objectively ? 3. What may be the assessment criteria for measurement ?
- 52. 52 We should rememberto --- ** Use the assessment result as a means to facilitate learning, never as a weapon for punishment
- 53.