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 This assessment involves roll playing combined
with peer assessment.
 Students participate in various roles
 Patient/I...
 Students practice the procedure demonstrated by
the instructor.
 Students rotate with various partners while
practicing...
 Instructor reviews theory and demonstrates
how to apply it to a clinical procedure.
 Instructor provides students with ...
 Time  Fear of Dental
Personnel
 Theory becomes useful in a practical situation.
 Techniques are improved through practice.
 Students get to know each ...
 Procedure checklists are based on requirements
for the formal competency evaluations.
 Safety of students are mandatory...
 Feedback is continually provided by partners
and occasionally by instructor, providing review
and guidance when needed.
...
The transformation of theory into practical
skills
• Students will recall cognitive knowledge and
applies the theory using...
 Compare checklist results of multiple partners.
 The formal performance competency will
compare with the informal check...
 Content Validity: Content is based on the
requirements and expectations by the licensing
board.
 Predictive Validity: R...
Cindy Kelly PIDP 3104 Informal Assessment
Cindy Kelly PIDP 3104 Informal Assessment
Cindy Kelly PIDP 3104 Informal Assessment
Cindy Kelly PIDP 3104 Informal Assessment
Cindy Kelly PIDP 3104 Informal Assessment
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Cindy Kelly PIDP 3104 Informal Assessment

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PIDP 3104 Informal Assessment Strategy

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Transcript of "Cindy Kelly PIDP 3104 Informal Assessment "

  1. 1.  This assessment involves roll playing combined with peer assessment.  Students participate in various roles  Patient/Instructor  Dental Assistant  This informal assessment strategy is designed to prepare students to work in a team environment.  Practice clinical procedures
  2. 2.  Students practice the procedure demonstrated by the instructor.  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 patients/partners.  Students share their knowledge with partners and acquire new knowledge to share with other partners.
  3. 3.  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 feedback.  Instructor assures safety of all students.  Instructor assists to identify any variances of the normal.
  4. 4.  Time  Fear of Dental Personnel
  5. 5.  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 learning.  Builds confidence.
  6. 6.  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
  7. 7.  Feedback is continually provided by partners and occasionally by instructor, providing review and guidance when needed.  Concepts will be understood both cognitively and practically.  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.
  8. 8. The transformation of theory into practical skills • 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.
  9. 9.  Compare checklist results of multiple partners.  The formal performance competency will compare with the informal checklist assessments completed by partners.
  10. 10.  Content Validity: Content is based on the requirements and expectations by the licensing board.  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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