After students figure out what type of problem

they are dealing with, they often must then decide

what principle or principles to apply in order to

solve the problem.

This technique focuses on this step in problem

solving.

It provides students with a few problems and asks

them to state the principle that best applies to

each problem. 

Empty Outline– Students fill in an empty or partially completed outline of an in-

class presentation or homework assignment within a limited

amount of time.

• Student responses can be compared to those you expected, counting

the number of students who agreed or disagreed with your

responses for each item.

• With this feedback faculty can find out which students have

“caught” the important points of a lecture, reading, etc.

Memory Matrix

Memory matrix –an illustrationClassification Generic Trade Action Side

Effects

Alpha 1Blockers

Prazosin

Beta 1 Blockers Propranolol

ACE Inhibitors Captopril

Angiotensin IIBlockers

Losartan

Direct ActingVasodialators

Minoxidil

Course Knowledge and Skills-c)SYNTHEIS AND CREATIVE

THINKING:Concept mapping

• Definition: construct map based on the concepts learned or identified.

Cmap allows users to construct, and share concept maps:

Construct Cmaps on personal computers;

Link Cmaps to other Cmaps on the Internet (CmapServers);

Edit maps synchronously with other Internet users.

FREE!

http://cmap.ihmc.us/download/

Concept Map

Alternatives toTraditionalAssessments

Follow up & communicating

With Students

effects or benefits

on students /faculty

Formative Assessment

ClassroomAssessment and

Grading

Analysis & Reporting

kinds of evaluation

Course knowledge and skill:-d) Assessing skill in application and performance

Name: Description What to do with the data Time required

Application cards

After teaching about an important theory, principle, or procedure, ask students to write down at least one real-world application for what they have just learned to determine how well they can transfer their learning. This also tests a higher order of thinking then just understanding what is said.

Quickly read once through the applications and categorize them according to their quality.

Pick out a broad range of examples and present them to the class.

Prep: LowIn class: LowAnalysis: Med

Kind of Evaluation

Name How It's Done How to Use Time Needs

Course Knowledge and Skills

Application

Article

During last 15 minutes of class, ask students to write a short news article about how a major point

applies to a real-world situation.

Sort articles and pick several to

read at next class, illustrating

range of applications,

depth of understanding, and creativity.

Medium

Assessing skill and application:Student Generated Test Questions

Kind of Evaluation

Name How It's Done How to Use Time Needs

Course Knowledge and Skills

Student-generated

test questions*

•Divide the class into groups and •Assign each group a topic on which they are each to write a question and answer for the next test. •Each student should be assured of getting at least one question right on the test.

Use as many of the questions as

possible, combining those that are similar.

Medium

Name: DescriptionWhat to do

with the data Time required

Student- generated

test questions

•Allow students to write test questions and model answers for specified topics, in a format consistent with course exams. •This will give students the opportunity to evaluate the course topics, •reflect on what they understand, and what are good test items.

Make a rough tally of the questions your students propose and the topics that they cover. Evaluate the questions and use the goods ones as prompts for discussion. You may also want to revise the questions and use them on the upcoming exam.

Prep: MedIn class: HighAnalysis: High(may be homework)

II. Assessing the Attitudes, Values, and Self-Awareness

Kind of Evaluation

Name How It's Done How to Use Time Needs

Attitudes, Values,

and Self-Awarenes

s

Journals Ask students to keep journals that detail their thoughts about the class.

May ask them to be specific, recording only attitudes, values, or self-

awareness.

Have students turn in the journals several times

during the semester so you

can chart changes and development.

Medium

Students rate their own knowledge,

skills and attitudes.

This can provide useful indirect

evidence of student learning and

also helps students to develop

metacognitive skills

and achieve deeper learning.

Learner Attitudes, Values & Self-

Awareness

* Time on Task. Ask students (anonymously) how

much time they spent in the last week doing the assignments.

Opinion Polls: Polling.

student surveys on issues are a great way to build student

engagement. For example, a teacher might distribute a

survey with some questions about some cases at the

beginning of class (asking other students to quickly score

and tabulate the results) and then use the results to guide the

lecture or discussion.

Reactions to Instruction Methods

Name: DescriptionWhat to do with

the data Time required

Exam Evaluations

Select a test that you use regularly

and add a few questions at the end which ask

students to evaluate how well the test

measures their knowledge or

skills.

Select a type of test that you are likely to give more than once or that has a significant impact on student performance.

Create a few questions that evaluate the quality of the test.

Add these questions to the exam or administer a separate, follow-up evaluation.

Try to distinguish student comments that address

the fairness of your grading from those that

address the fairness of the test as an assessment

instrument. Respond to the general ideas

represented by student comments.

Prep: LowIn class: LowAnalysis: Med

Kind of Evaluation

Name How It's Done How to Use Time Needs

Reactions to Instruction

Methods

Student Rep Group

Ask students to volunteer to meet as a small group with you on a regular basis to

discuss how the course is progressing, what

they are learning, and suggestions for

improving the course.

Some issues will be for your

information, some to be

addressed in class.

High

Kind of Evaluation

Name How It's Done How to Use Time Needs

Reactions to Instruction Methods

Suggestion Box

Put a box near the classroom door and ask students to leave notes

about any class issue.

Review and respond at the next

class session.

Low to Medium

Kind of Evaluation

Name How It's Done How to Use Time Needs

Reactions to

Instruction Methods

Peer Review

Work with a willing colleague,

pick a representative

class session to be observed, and ask

the colleague to take notes about

his/her impression of the class, your interactions with

students, and your teaching methods.

Decide method with the colleague.

Discussion is best, but a written report may be more useful

in the long term.

High

Kind of Evaluation

Name How It's Done

How to Use Time Needs

Reactions to Instruction

Methods

CTE Classroom

Observation

CTE staff will observe a class

session you choose and/or video tape a class session.

CTE staff will meet with you

to review observations and suggest

ways of improving

your teaching effectiveness.

Medium to High

Kind of Evaluation

Name How It's Done How to Use Time Needs

Reactions to Instruction

Methods

Small Group Instructional

Diagnosis (SGID)

Trained facilitators, such as CTE staff, spend a class session eliciting responses from your students about what is effective and what is not so effective in helping them learn. You are not present during the session.

Facilitators meet with you to explain the

data they have collected and give you a

written report.

High

Other Techniques: S-E-E-I (sometimes called the SEEing)

is an exercise where students are asked to go through a four step process with a

concept that the teacher has introduced:

1) S-tate the concept;

2) E-laborate upon it;

3) E-xemplify it by providing an example or application; and

4) I-llustrate it with a map or chart. You can also ask groups of

students to do this.

C.L.I.M.B is a similar task:

1) Choose a concept from the class discussion;

2) List similarities to a concept from another class;

3) Identify differences between the two concepts;

4) Make up new examples;

5) Build a paragraph demonstrated understanding.

• * IDEA is a good exercise for the end of class, and is a variation

on the one minute paper strategy:

1) Identify a concept from the class;

2)Describe why it is important;

3) Elaborate on what thoughts or questions the concept brings up;

4) Apply the concept to some area of your life.

• Clickers. In large classes, professors use these electronic devices

(that look like TV remotes) to answer multiple choice questions

projected at the front of the class. These can either give the

professor feedback to direct the lecture or can be used as the

basis of small group discussions.

AKA audience response system or student response systemWireless response system that allows instructors to ask questions and gather instantaneous student responses during a class3 componentsClicker Receiver software

The instructor asks a question.

The question is usually projected on a large screen

in class.

Students click their answers. The classroom

computer registers all student responses in real-

time.

The instructor can instantly display a graph that

shows how the class responded and discuss

responses.

How are clickers used in teaching?

Explore pre-existing knowledge

Activate learning; engage all students in classroom;

increase student involvement

Instant feedback for teacher and students

Assess student understanding

Practice solving problems

Identify attitudes, values, opinions

Vote

Using CATs If a CAT does not appeal to your intuition and professional judgment as

a teacher, don’t use it.

Don’t make Classroom Assessment into a self-inflicted chore or burden.

Don’t ask your students to use any CAT that you haven’t previously

tried on yourself.

Allow for more time than you think you will need to carry out and

respond to the assessment.

Make sure to “close the loop.” Let students know what you learn from

their feedback and how you and they can use that information to

improve learning.

WHAT IS A GOOD CAT?DIRECTIONAL – can help to confirm that

teachers are on track

MEASURABLE – can show what has been learned or misunderstood

BENEFICIAL – benefits are of greater value than the effort to plan, conduct and collect data

Classroom Assessment Project Cycle

Planning: Plan CAT to focus on teaching goal

Implementing: Teach and use CAT, analyze studentfeedback

Responding: Interpret results,give feedback to students, evaluate effect on learning

Classroom Research: Follow-up. What was taught andhow? What was learned?

11 22

44

33

66 55

88

77

99

CAP Cycle is similar to Backward Designof a Course-Themes-Enduring Understandings-Essential Questions

1. Set clear goals – what to teach, how to test, and type of outcomes/data expected .

2. Do you need to modify CAT chosen? Check situation and numbers .

3. Do you grade or not grade CAT? Ungraded if for feedback .

4. Is CAT simple to plan, conduct, analyze?

5. What kind of response do you expect from learners?

1. • Facts = scores

2. • Concept = qualitative response

6. Will you get the data you want?

7. Has someone else checked your CAT for validity?

8. Have you informed learners of purpose of CAT and shared data?

9. Have you collected and analyzed data?

10.What is your follow-up plan?

• http://www.eltcm.org/eltc/Download/symposium/workshop_B.pdf

Evaluating Portfolios& Performances Focus is on mastery of skills

Tools for evaluation include:– Checklists– Rating scales– Scoring rubrics

Students can participate in the development of evaluation tools.

Align assessment tool with target

Other Techniques Related To Nursing Other Techniques Related To Nursing PracticePractice

Unfolding case study

Developing Rubrics

COPA model (competency outcome and

performance achievement model)

“Closing the Loop” – Using Results to

Enhance Student Learning

WEAVEonline – online management tool

Unfolding case study

Developing Rubrics

COPA model (competency outcome and

performance achievement model)

“Closing the Loop” – Using Results to

Enhance Student Learning

WEAVEonline – online management tool

“A 50 year old sales representative for a major

computer company comes to the clinic for a

follow up

appointment stating he is fatigued and has had a

5# weight gain in the last week”.

Review of his medical records Indicates

-married with four children (ages 13 to 18)

-works long hours – rarely home before 8:00 pm

-CAD (Dx 5 yr ago) following episode of chest

pain

Assessment findings:

-respirations – 32/min and crackles bilaterally in

all lung

Fields -heart rate – 120/min with occasional

irregular beats

-BP – 180/110

-pitting edema in lower extremities

-states, “I am doing okay. I just think I need some

more

of those water pills I got a couple of months ago.

What are rubrics?

Originates from the Latin phrase rubrica terra,

referring to the early practice of using red soil to mark

something important.

More currently, an assessment tool that “lays out the

specific expectations for an assignment” (Stevens &

Levi, 2005, p. 3)

Using Rubrics to Provide Feedback to Students

• Rubric” defined:

– “an authoritative rule … an explanation or

introductory commentary.” (Webster)

As applied to assessment of student work:

[a rubric] “explains to students the criteria

against which their work will be judged

(the “scoring rules”).

It makes public key criteria that students can

use in developing, revising, and judging their own

work

Competency Outcomes and Performance Assessment (COPA) Model

• The basic organizing framework for the COPA Model is simple but comprehensive. It requires the faculty, and/or others responsible for program (or course) development, to analyze and respond realistically and collaboratively to four essential questions. They are:

• What are the essential competencies and outcomes for contemporary practice?

• What are the indicators that define those competencies?

• What are the most effective ways to learn those competencies? And,

• What are the most effective ways to document that learners and/or practitioners have achieved the required competencies?

Fig. 1. Lenburg’s Eight Core Practice Competencies with Subskill Examples

1. Assessment and Intervention Skillssafety and protection assessment and monitoring therapeutic treatments and procedures 2. Communication Skillsoral skills

talking, listening, with individuals interviewing; history taking group discussion, interacting telling, showing, reporting

writing skills clinical reports, care plans, charting agency reports, forms, memos articles, manuals

computing skills (information processing; using computers)

related to clients, agencies, other authorities related to information search and inquiry related to professional responsibilities

3 Critical Thinking Skills:evaluation; integrating pertinent data from multiple sources problem solving; diagnostic reasoning; creating alternatives decision making; prioritizing scientific inquiry; research process 4. Human Caring and Relationship Skillsmorality, ethics, legality cultural respect; cooperative interpersonal relationships client advocacy

5. Management Skills

• administration, organization, coordination

• planning, delegation, supervision of others

• human and material resource utilization

• accountability and responsibility; performance appraisals and

QI

6. Leadership Skills

• collaboration; assertiveness, risk taking

• creativity, vision to formulate alternatives

• planning, anticipating, supporting with evidence

• professional accountability, role behaviors, appearance

7. Teaching Skills

• individuals and groups; clients, co workers, others

• health promotion; health restoration

8. Knowledge Integration Skills:

• nursing, healthcare and related disciplines

• liberal arts, natural and social sciences, and related

disciplines

“You tell me, and I

forget. You teach me,

and I remember.

You involve me,

and I learn”.

- Benjamin Franklin