Assessment and Evaluation of Students in Clinical Practice

7/31/2019 Assessment and Evaluation of Students in Clinical Practice

1/25

ASSESSMENT AND EVALUATION OFSTUDENTS IN CLINICAL PRACTICE

Presented by:

THERESA A. SHURAFA BSN,RN.


2/25


3/25

ASSESSMENT

> is about collection of evidence.

> one of the most potent forces influencingeducation : it can have positive as well asnegative effects.

> is to give the preceptee the opportunity todemonstrate that learning taken place.

> should have a constructive feedback.


4/25

EVALUATION

> Determine the level of quantity of aperformance or outcome and enable decisionmaking based on the level of quality

demonstrated.

> determines wether a standard was met ;success or failure.


5/25

COMPARISON

ASSESSMENT EVALUATION

Process-orientedDiagnostic

Flexible

AbsoluteCooperative

Product orientedJudgmental

Fixed

ComparativeCompetitive


6/25


7/25

WHAT IS YOUR OBJECTIVE?

WHAT IS YOUR STRATEGY?


8/25

TYPES

Summative

Formative


9/25

CONTINUOUS

> Monitored continuously during their day today activities in clinical practice.

> focuses on tasks or projects, which demandsperformance of the learner.


10/25

ADVANTAGES

Preceptors can assess progress as it takesplace.

The preceptee receives continual and accurate

feedback on performance and can identifywhere improvement is required.

Areas for development and improvement can

be planned together.

The preceptees are more likely to feelsupported and encouraged.


11/25


12/25

FORMATIVE

WHEN : During learning activity

WHAT : Will and can aid inlearning

WHY : to provide feedbackon preceptees progress.


13/25

AI

M

Motivate your preceptee

Maximize their learning

FORMATIVE


14/25

FORMATIVE is notmeant for gradingpurposes; instead , it is

designed to diagnoselearning needs as abasis for learning

instruction.


15/25

SUMMATIVE

WHEN : At the end of instruction

WHAT : Information on studentlearning overtime

WHY : to provide feedback tostudents


16/25

SUMMATIVE

Aim :To provide an

overall measureof student

performance.


17/25

STRATEGIES

1. OBSERVATION

2. SELF-EVALUATION

3. FEEDBACK


18/25


19/25


20/25


21/25


22/25


23/25

First meeting/interview with preceptee

Negotiate a learning contract/assessment plan

Arranged period for supervise clinical practice and formativeassessment

Conduct meetings, discussions, feedbacks

Achieved? Any outstanding

learning to achieve?

Draw new plan arrange further period forpractice,supervison,assessment

Final meeting/summative assessment


24/25

KEY CONCEPT

Reliability-Relates to the need for

judgments resulting from the

assessment to be consistent

.

Validity

- Shows that the assessmentsexamine what they are set up to

examine.


25/25

Documents

Assessment and Evaluation of Students in Clinical Practice