This assessment involves roll playing combined
with peer assessment.
Students participate in various roles
This informal assessment strategy is designed to
prepare students to work in a team environment.
Practice clinical procedures
Students practice the procedure demonstrated by
Students rotate with various partners while
practicing the clinical procedure. This improves
confidence experience and competency.
Students provide completed checklist with feedback
to partner after the completion of each procedure.
Students learn to work with various
Students share their knowledge with partners and
acquire new knowledge to share with other partners.
Instructor reviews theory and demonstrates
how to apply it to a clinical procedure.
Instructor provides students with a step by
step checklist of the procedure.
Instructor observes practice.
Instructor provides both direct and indirect
Instructor assures safety of all students.
Instructor assists to identify any variances of
Theory becomes useful in a practical situation.
Techniques are improved through practice.
Students get to know each other and learn to work
as a team. Share knowledge- acquire new
knowledge-share acquired new knowledge
Students learn to work in the affective domain.
Feedback continually helps clarify information.
Informal assessments lowers stress and anxiety of
Procedure checklists are based on requirements
for the formal competency evaluations.
Safety of students are mandatory during all
clinical practice session.
Students will treat partners with care and respect
at all times.
Prepares students for the conduct and standards
required for licensing by the College of Dental
Surgeons of British Columbia
Feedback is continually provided by partners
and occasionally by instructor, providing review
and guidance when needed.
Concepts will be understood both cognitively
Provides information on how students work
together to share and expand their knowledge.
Provides information to instructor on muddy
points and where theory needs to be clarified.
The transformation of theory into practical
• Students will recall cognitive knowledge and
applies the theory using their practical skills.
• Students will apply affective domain skills
dealing with a variety of values, emotional
feelings, appreciation, motivation, and attitudes.
• Students will apply psychomotor skills, improve
manual dexterity and manipulation techniques.
Compare checklist results of multiple partners.
The formal performance competency will
compare with the informal checklist
assessments completed by partners.
Content Validity: Content is based on the
requirements and expectations by the licensing
Predictive Validity: Results of the skills mastered will
indicate students future performances.
Construct Validity: Results include problem solving,
safety consciousness, and team work.
Process Validity: Skills are practiced until mastered
with various partners.
Consequence Validity: Assessments become part of
the students learning process. Student apply theory
to practical situations.
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