Presented by Dr. Sarah Zahl, Director of Educational Assessment, Marian University Remediation is the process of partnering with students to make corrections when they have moved off course or are unable to perform to standards or competencies. This process involves self-remediation as well as facilitation by an advisor, faculty member, and/or course director. In this webinar, we will discuss strategies to use assessment data to engage students in the remediation process at various points in the curriculum: • when a student is struggling with specific concepts • after a student fails an assessment • after a course failure The presenter will share best practices and specific strategies to develop student-centered remediation initiatives.

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Using Assessment Data to Engage
Students in Remediation
Sarah B. Zahl, Ph.D.
April 7, 2016

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3. Using Assessment Data to
Engage Students in
Remediation
Sarah B. Zahl, Ph.D.
Director of Educational Assessment
April 7, 2016

4. Agenda
• MUCOM Brief Overview
• General considerations for remediation
• Tracking outcomes to facilitate remediation
• Remediation structure and support
o Single Assessment Failure
o Course Failure
o Longitudinal understanding of concepts
• Outcomes
• Q&A

5. MU-COM Overview
• Competency Based Curriculum
• Systems based/integrated curriculum
o Course Director, multiple internal faculty and external
clinicians
o Biomedical topics parallel clinical topics
• iPad exclusive
• Involving key stakeholders in the assessment process
(faculty, students, administrators)

6. Remediation
• Focus on student learning, not teaching
• Student Level: Self-remediation with or without instructor
involvement
o Ciampa & Revels (2012): Larger gains (and increased retention) when students self-
remediated without help of instructor
• Faculty Level: Intervention from course director, instructor,
advisor
o Hauer, et al. (2009): Ideal model would involve multiple assessments, diagnosis of
problems and development of individualized learning plan, meetings with faculty
including meaningful feedback and reflection, reassessment and confirmation of
competence
• Administrative Level: Multifaceted support interventions
o Student Affairs, counseling services, tutoring, etc.
o Hauer, et al. (2009): Individualized and ongoing support must be part of process

7. Tracking Learning
Outcomes
• Competencies
• Blueprint for Boards Exams
• System
• Discipline
• Learning Domains
• Course specific outcomes

8. Remediation: One
Assessment
• Promotes self-remediation and engaging the student
though interaction with course director and advisor
o In some courses, remediation includes an additional exam to show competency
o In other courses, remediation occurs through interaction and discussion

9. Remediation: Course
Failure
• Category report at the course level, comparison with
class averages
• Immediate review by Student Promotion and Academic
Progress Committee

10. Remediation: Concepts
• Longitudinal understanding across the curriculum
• Engaging the student in remediation through self-
assessment and interaction with faculty
• Boards Preparation Exams
o Diagnostic exam paired with two year report of performance in all categories
across the curriculum

11. Remediation: Concepts
• Report of cohort level performance
o Review of concepts for the entire cohort if necessary

12. Outcomes
• Ongoing opportunities to self-remediate
• Positive feedback from students regarding the utility of
the reports to help prepare for remediation
• Student appreciation of interactions with Student
Progress Committee
• Continuous refinement of remediation processes

13. Parting Thoughts
• Remediation is a collaborative process
• To support effective remediation, it is important to collect
assessment data across the curriculum
• Students need comprehensive assessment data to self-
remediate
• Remediation data is easily accessible when tracking a
standard set of learning outcomes throughout the
curriculum

14. Q&A
• Questions?
• Discussion

15. References
• Ciampa, M. , & Revels, M. (2012). The Effect of Self-Remediation Activities on Undergraduate
Student Retention. Kentucky Journal of Excellence in College Teaching and Learning, 10 (7).
• Hauer, K.E., et. al (2009). Remediation of the Deficiencies of Physicians Across the Continuum
From Medical School to Practice: A Thematic Review of the Literature. Academic Medicine, 84
(12), 1822-1832.

16. Contact Info
Sarah B. Zahl, Ph.D.
Marian University
szahl@marian.edu

17. Innovations in Assessment
• Learn innovative processes in assessment
• Network with colleagues
• Pre-conference workshops with ExamSoft
trainers
• Visit www.assessmentconference.com for
more details