©2011AssessmentTechnologiesInstitute®,LLC I

Educator Implementation Guide ACHIEVE™

Achieve™

Educator Implementation Guide

©2011AssessmentTechnologiesInstitute®,LLC

AChIeve™

©2011AssessmentTechnologiesInstitute®,LLC III

Table of Contents

Description................................................................................................... 1

Features....................................................................................................... 1

Benefits........................................................................................................ 2

Recommended.Use...................................................................................... 3

Implementation.Strategies.......................................................................... 4

Student.Learning.Strategies........................................................................ 4

Recommended.Time.................................................................................... 4

Product.Support........................................................................................... 5

Technical.Requirements............................................................................... 5

References................................................................................................... 6

AChIeve™

©2011AssessmentTechnologiesInstitute®,LLC 1

Description

Achieve is an interactive tutorial with multimedia that supports student success in study skills, test taking, and learning styles/strategy preferences. The tutorial contains five modules that offer evidence-based recommendations to aid Allied Health students at all levels in enhancing their experience as learners and test takers. The tutorial contains detailed information to aid ESL students in their unique challenges. Achieve includes in-depth information to prepare students for success in completing their clinical experiences.

Features ● Five modules focus on skills and strategies.

◯ Test-taking skills

◯ Study skills

◯ Classroom skills

◯ Preparing for clinical experiences

◯ Challenges for ESL students

● Extensive use of videos, audios, and hands-on strategies explain and clarify concepts.

● At the conclusion of each module, 15- to 20-item tests reinforce content and enhance learning.

● Information is provided on a variety of learning styles and preferences.

● Evidence-based reference information embedded in modules enables further study.

● Detailed suggestions for test taking for all types of test questions, including multiple choice-, essay-, and certification exam-style questions.

AChIeve™

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Benefits ● Promotes student success in Allied Health education

◯ Beginning students

■ Offers useful learning strategies and study tips

■ Introduces certification exam-style question formats

■ Enables students to identify their own learning styles and preferences

■ Helps students develop solid study habits for reading, note taking, classroom activities, and test taking

◯ Advanced students

■ Reinforces learning strategies and test-taking skills

■ Helps students prepare for clinical experiences, test taking, and certification exam-style questions

◯ All students will learn to:

■ Identify their unique learning styles and use recommended study strategies related to that style.

■ Organize their time and study materials, as well as use active, effective reading strategies to enhance knowledge acquisition.

■ Apply formal test-taking strategies when taking faculty-generated tests, standardized tests, and the NCLEX.

■ Remediate learning needs using ATI products.

◯ ESL students – Offers a six-step strategy for academic success

● Promotes success in student clinical experiences

◯ Covers background information on HIPAA and patient confidentiality

◯ Recommends appropriate dress and grooming for clinical settings

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◯ Reinforces need to prepare information for the clinical day, including patient care information, reporting on patient status, and completing documentation

◯ Offers detailed six-step process to enhance the academic experience of ESL students

● Supports faculty instructional strategies

◯ Offers a robust framework to prepare students for success in their nursing education program both in the classroom and in clinical settings

◯ Can be integrated into clinical conferences or used to support small group discussions and independent study

◯ Supports faculty input on test preparation, study skills, and clinical preparation

◯ Modular format allows faculty and students to integrate material into the curriculum in small, relevant units that are customized to the course curriculum

◯ Provides a resource to offer to ESL students, who face specific challenges as learners

Recommended Use ● Independent study by pre-nursing, beginning students, and

advanced students

● Classroom discussion on study habits, test taking, learning styles

● Preparation for faculty-prepared exams

● Preparation for standardized exam

● Preparation for clinical – particularly for students entering clinical for the first time

● Clinical post-conference

● Remediation activity to enhance academic success

● Preparation for certification exam-style question formats

AChIeve™

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Implementation Strategies ● Use during initial Allied Health courses to introduce students to best

practices in study habits, learning styles, and test taking.

● Review with students how to study, organize their time and study environment, take notes, and complete reading in a meaningful manner.

● Help students recognize the importance of organization and preparation for academic success.

● Initiate student use of evidence to support classroom assignments and clinical practice.

● Use prior to students’ first exam to teach how to prepare for faculty-developed and standardized tests.

● Review how to critically read test items in a variety of question formats.

● Review the various types of alternate-format items using video examples.

Student Learning Strategies ● Identify personal learning style and related study strategies.

● Keep a log of study time, study strategies that were used, and interfering factors.

● Use skills in critically reading test items to complete selected tests.

● Complete remediation activities as indicated.

● Review Preparing for Clinical Experiences module prior to first clinical course.

Recommended Time ● About 40 minutes is recommended for each module.

● Completing an assessment at the end of a module will require an additional 15 to 20 minutes.

◯ Provide students adequate time to read the extensive rationales, which provide an analysis of the knowledge and test-taking skills that were required to answer the item correctly.

AChIeve™

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Product Support

At ATI, we pride ourselves on timely and effective support to meet your needs. Please contact us at 800-667-7531 if you need assistance with this product.

Technical Requirements ● Silverlight

● Flash

● Windows XP, Vista, or 7

◯ Internet Explorer 7 or 8

◯ Mozilla/Firefox 3.5 or higher

● Mac OS X

◯ Safari 3.0 or higher

◯ Mozilla/Firefox 3.5 or higher

● Adobe Acrobat Reader 7 or higher

● Session time-out counter – The browser needs to allow status bar updates via script; otherwise a session time-out counter will not be visible.

AChIeve™

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References

Beidel, D. C., Turner, S.M., & Taylor-Ferreira, J. C. (!999). Teaching study skills and test-taking strategies to elementary school students: The testbusters program. Behavior Modification, 23(4), 630-646.

Eysenck, H. J. (1981). A model for personality. Berlin: Springer.

Eysenck, M. W. (1979). Anxiety, learning and memory: A reconceptualization. Journal of Research in Personality, 13, 363-385.

Fry, R. (2005). How to study (6th ed.). Clifton Park, NY: Delmar Learning.

Gettinger, M., & Seibert, J .K. (2002). Contributions of study skills to academic competence. School Psychology Review, 31(3), 350-365.

Gronlund, N. E. (2003). Assessment of student achievement (7th ed.). Boston: Allyn & Bacon.

Hancock, D. R. (2001). Effects of test anxiety and evaluative threat on students’ achievement and motivation. The Journal of Educational Research, 94(5), 284-290.

Hasher, L., & Zacks, R. T. (1988). Working memory, comprehension and aging: A review and a new view. The Psychology of Learning and Motivation, 22, 193-225.

Hill, K., & Wigfield, A. (1984). Test anxiety: A major educational problem and what can be done about it. Elementary School Journal, 85, 105-126.

LaMonte, M. K. (2007). Test-taking strategies for CNOR certification. Association of Perioperative Registered Nurses, 85(2), 315-332.

Leber, A., Turk-Browne, N., & Chun, M. M. (2008). Neural predictors of moment-to-moment fluctuations in cognitive flexibility. Proceedings of the National Academy of Sciences in the United States of America, 105(36), 13592-13597.

Marshall, J. C., & Powers, J.M. (1969). Writing neatness, composition errors and essay grades. Journal of Educational Measurement, 6(2), 97-101. National Council on Measurement in Education.

Terry, W. S. (2006). Learning and memory (3rd ed). Boston: Pearson Education, Inc.

Tobias, S. (1985). Test anxiety: interference, defective skills and cognitive capacity. Educational Psychologist, 20(3), 135-142.