PIDP 3104 Informal Assessment Strategy

2.  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

4.  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.

6.  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.

8.  Time  Fear of Dental
Personnel

9.  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.

10.  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

11.  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.

12. 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.

13.  Compare checklist results of multiple partners.
 The formal performance competency will
compare with the informal checklist
assessments completed by partners.

14.  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.