This is a presentation used to teach the basics of competency development and assessment. It demonstrates the use of the audience response system, Turning Point.
Good items are the basic building blocks of any good test or assessment. This presentation covers best practices in developing high-quality items for better psychometrics.
Quality of Medical Examination Questions - Sanjoy SanyalSanjoy Sanyal
This workshop was conducted by Dr Sanjoy Sanyal in Texila American University, Georgetown, Guyana, on 24 July 2015. it deals with the Dos and Dont's of creating good-quality USMLE-style examination questions.
Presentation regarding the definition of identification test; advantages & disadvantages; suggestions on how to make good tests.
Disclaimer: I do not claim ownership of the photos used in this slideshow.
Topic: Preparing The Test Items
Student Name: Ramsha Saleem
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Good items are the basic building blocks of any good test or assessment. This presentation covers best practices in developing high-quality items for better psychometrics.
Quality of Medical Examination Questions - Sanjoy SanyalSanjoy Sanyal
This workshop was conducted by Dr Sanjoy Sanyal in Texila American University, Georgetown, Guyana, on 24 July 2015. it deals with the Dos and Dont's of creating good-quality USMLE-style examination questions.
Presentation regarding the definition of identification test; advantages & disadvantages; suggestions on how to make good tests.
Disclaimer: I do not claim ownership of the photos used in this slideshow.
Topic: Preparing The Test Items
Student Name: Ramsha Saleem
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Tips For Constructing Objective Written Exam QuestionsSoha Rashed
Tips for constructing objective written exams (MCQs, Short answer questions, Modified essay questions, True/False and Matching questions) for assessing medical students.
This lesson, along with the succeeding ones, will all be about making / writing effective objective-type tests. In this presentation, the pre-service teacher will equip himself/herself with the needed knowledge to write short-answer and completion type test items.
Often a recommendation of the external examiners and the accreditation board is the blueprinting of undergraduate examination questions. A blueprint of examination on individual assessment tool reports the students’ learning outcome. It produces a link between test items and students learning objective. It is one of the most important instruments on outcome assessment essentials that ensure the desired coverage of content and objectives at different level of training.
Tips For Constructing Objective Written Exam QuestionsSoha Rashed
Tips for constructing objective written exams (MCQs, Short answer questions, Modified essay questions, True/False and Matching questions) for assessing medical students.
This lesson, along with the succeeding ones, will all be about making / writing effective objective-type tests. In this presentation, the pre-service teacher will equip himself/herself with the needed knowledge to write short-answer and completion type test items.
Often a recommendation of the external examiners and the accreditation board is the blueprinting of undergraduate examination questions. A blueprint of examination on individual assessment tool reports the students’ learning outcome. It produces a link between test items and students learning objective. It is one of the most important instruments on outcome assessment essentials that ensure the desired coverage of content and objectives at different level of training.
Presentation by Kristina Hoeppner at the DEANZ 2016 conference in Hamilton, New Zealand, on 20 April 2016.
Live slides: https://slides.com/anitsirk/visualizing-competency-assessment
Recording: https://youtu.be/JXJ5qu7Tjew
License: Creative Commons BY-SA 4.0+
Strategies can be useless when competencies to birth and follow them through are lacking. What efforts are required to determine competence requirements in alignment to the aspiration of a business? How do you go about assessing those competencies?
Competency Assessment and Performance Evaluation for Good Public Service (CAPE-GPS) - A proposed selection tool for retention of competent and good performers in public service using the combined concept of a competency-based system and an integrated performance evaluation system, incorporates a team-based performance system
Student self-assessment of the development of advanced scientific thinking sk...Kirsten Zimbardi
Presented at the International Union of Physiological Societies' Teaching Workshop 2013 (Bristol, UK).
Abstract:
We have developed three vertically-integrated inquiry-based practical courses for large cohorts (500-900 students) of early stage physiology students [1-3]. Video recordings of 22 students participating in inquiry classes were annotated by students, highlighting instances of scientific thinking. Most scientific thinking events occurred during development of hypotheses and experimental plans, and during analysis and interpretation of experimental data. However, to their regret, students rarely demonstrated scientific thinking whilst conducting experiments and collecting data. Videos and annotations will be presented; workshop participants will be encouraged to add annotations, to explore how novices and experts critically evaluate evidence of scientific thinking in inquiry-based classes.
References
1. Farrand, K., et al. Creating physiology graduates who think and sound like scientists. in Third National Attributes Graduate Project Symposia. 2009. Griffith University, Queensland, Australia.
2. Farrand-Zimbardi, K., et al. Becoming a scientist: the development of students’ skills in scientific investigation and communication through a vertically integrated model of inquiry-based practical curricula. in International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. 2010. Liverpool, UK.
3. Zimbardi, K., et al., A set of vertically-integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students. Advances in Physiology Education 37 (4): 303-15, 2013.
The worksheet is a simplified way to examine personal competencies within the analytics space against six competencies that I believe are critical to sustaining an effective organizational analytics function. I put it together to help folks frame their thinking about potential gaps (growth areas) based on organizational and market needs / demands.
11 Steps to Analyze Data for Campaign PerformanceStrongView
To succeed in today's rapidly evolving marketing landscape, you need to understand how to collect, analyze, and leverage the massive and varied amount of data available. A system of data analysis, usable by data novices and ninjas alike, can unlock your campaigns’ performance potential.
Hear from StrongView’s Senior Strategist, Catherine Magoffin, as she lays out a step-by-step, soup to nuts process for data analysis, focused on digital marketing performance.
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For instructional skills workshops, after discussing the learning process, I present on how to write and evaluate learning outcomes. I include an activity of evaluating outcomes provided on a handout.
Assessment 1 Develop and maintain professional competenceSubmiss.docxdavezstarr61655
Assessment 1: Develop and maintain professional competenceSubmission details
Candidate’s Name
Phone No.
Assessor’s Name
Phone No.
Assessment Site
Assessment Date/s
Time/s
In this assessment you will develop a “Professional Development Plan” to help you maintain and develop the skills and knowledge you require to be successful in your current or future role(s).
Step 1:
In this step you will complete the following tasks. They will help you gather information about your personal and professional skills and attributes.
· Personal and Key Skills - Appendix 1
· Job analysis - Appendix 2
(Obtain a copy of your job description from your employer or locate a job description for a role you are interested in working in the future)
· Learning Style Assessment - Appendix 3
· Indicators of stress - Appendix 4
Step 2
In this step you will gather information about your time management skills as well as examining your ability to establish and maintain work goals and achieve business outcomes.
For one working week (5 days) you need to maintain a,
· Daily Activity Log - Appendix 5
Here, you will record the activities that make up your day and whether you have completed some, or all, of the goals you set out to achieve.
Step 3:
In this step you will summarize your findings and give them a score.
· Competency Summary Feedback Sheet - Appendix 6
You then need to obtain feedback about your self-evaluation from 3 clients or colleagues (eg Manager or Trainer).
Step4:
From the information you have gathered in Step 1 and Step 2 consider the following:
· What new skills do you need to acquire and/or maintain to give you a competitive edge in your role?
· What personal attributes do you need to develop and/or maintain to continue being effective in your work-life.
· Do you manage your daily activities and time effectively?
· Are your stress levels affecting your mental and physical health?
· How will your learning style impact on how you improve/maintain your skills?
You now need to complete the SWOT analysis worksheet - Appendix 7
Step 5:
Considering all the above information you now need to complete your
· Professional Development / Action Plan - Appendix 8
Step 6:
In a journal format;
· Explain the findings for each area of reflection eg Personal SWOT analysis and the reasons why you have chosen to include these in your Personal Development Plan and how they relate to your professional competency.
· Discuss your stress level and how these may be impacting on you work and overall productivity.
· Discuss your daily activity and how efficient you are at managing your time.
· Discuss your Learning Style and how this has influenced you in the way(s) you plan to learn or maintain your skills and knowledge.
You are required to submit the following to your trainer for assessment.
1. Completed Templates - 1 to 8
2. Learning Style Summary - Print out from the internet
BSBWOR501 Manage personal work priorities and professional develop.
Writing Measurable Learning Outcomes
Sandi Osters, Director of Student Life Studies
F. Simone Tiu, Assistant Director for Institutional Effectiveness
3rd Annual Texas A&M Assessment Conference
You got to be careful if you don’t know where you’re going,
because you might not get there – Yogi Berra
Assessment is a systematic and on-going process of collecting, interpreting,
and acting on information relating to the goals and outcomes developed to
support the institution’s mission and purpose. It answers the questions: (1)
What we are trying to do? (2) How well are we doing it? And (3) How can we
improve what we are doing? Assessment begins with the articulation of
outcomes. Writing measurable outcomes involves describing the first three
components: outcome, assessment method, criteria for success, in the
assessment cycle.
Assessment CycleAssessment Cycle
Outcome
Assessment
Method
Criteria for
Success
Assessment
Results
Use of
Results
Broadly speaking, there are two types of outcomes: learning outcomes and
program outcomes. Learning outcomes describe what students are expected
to demonstrate and program outcomes describe what a program is expected
to accomplish.
1 of 10
Learning Outcomes
Learning outcomes describe what students are able to demonstrate in terms
of knowledge, skills, and values upon completion of a course, a span of several
courses, or a program. Clear articulation of learning outcomes serves as the
foundation to evaluating the effectiveness of the teaching and learning
process.
The Components of a Measurable Learning Outcome. Three essential
components of a measurable learning outcome are:
Student learning behaviors
Appropriate assessment methods
Specific student performance criteria / criteria for success
When writing a measurable learning outcome, it is important to:
focus on student behavior
use simple, specific action verbs
select appropriate assessment methods
state desired performance criteria
Focus on Student Behavior. Learning outcomes are about what students are
able to demonstrate upon completion of a course or a span of courses or a
program. Learning outcomes are not about what the instructors can provide
but what the students can demonstrate. The following are not learning
outcomes:
Offer opportunities for students to master integrated use of
information technology.
The program will engage a significant number of students in a
formalized language/cultural studies program.
Students who participate in critical writing seminars will write two
essays on critical thinking skills.
Students will be exposed to exceptionality in learning disabilities
including visual and perception disabilities.
Use Simple, Specific Action Verbs. When writing learning outcomes, focus on
student behavior and use simple, specific action verbs to describe what
2 of 10
students are .
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Competency assessment boot camp basics with tp
1. What is your biggest challenge in training & competency assessment?
2. Competency Assessment Boot Camp Basics for Labs Caer Vitek Education Coordinator for Graduate Medical Education Department of Laboratory Medicine and Pathology May 5, 2009
Don’t waste time with assessing knowledge of trivial facts. Focus on problems encountered in real life Stems can be long, items should be short. Patient vignettes or lab vignettes. If a question requires an examinee to reach a conclusion, make a prediction, or select a course of action, it is classified as an application of knowledge – versus assessing only remote memory of an isolated fact – this is recall. Imagine recall find answer in a paragraph of a text, versus application which would be different parts of text or pages of a text C The stem must pose a clear question and it should be possible to arrive at the answer with the options covered. To determine if the question is focused, cover up the options and see if the question is clear and if the examinees can pose an answer based on the stem. All distractors should be homogeneous. They should fall into the same category as the correct answer (eg all diagnoses,tests, treatments, prognoses, disposition alternatives). Avoid double options, do W and X, do y b/c z unless all distractors are double items.
Because item writers are more likely to pay attention to the correct answer than the distractors, grammatical errors are more likely to occur in the distractors.
Options A,B,C include all possibilities. Therefore the testwise student will know that A,B, or C must be correct whereas the non-testwise student spends time considering D and E. Often, the item writes add D and E only because they want the option list to have 5 options and therefore not paid attention to the merits of D and E.
In this option A, B and E contain terms that are less absolute than C and D. The testwise students will eliminate options C and D as possibilities because they are less likely to be true than something stated less absolutely. This flaw would not arise if the stem was focused and the options were short; it arises only when the verbs are included in the options rather than the lead-in.
C is longer than the other options, it is also the only double option. Again, we tend to spend more time on the correct answer than the distractors, and because we are teachers, we write long correct answers that include additional instructional material, parentheical information, caveats etc.
In this item the word “unreal” is used in the stem and “derealization” is the correct answer. Sometimes a word is repeated only in a metophorical sense, for example a stem mentioning bone pain, with the correct answer beginning with the prefix osteo.
So, this item illustrates a common flaw. The options are very long and complicated. Trying to decide among these options requires a significant amount of reading because the number of elements in each option. This shifts what is measured in the question from content knowledge to reading speed.
When numeric options are used, the options should be listed in numeric order and the options should be listed in a single format (as single items OR ranges). Confusion ensues when the formats are mixed. Another problem is that the options are listed in an illogical order or an inconsistent format. So for this option, A,B,C are expressed as ranges, whereas options D and E are specific percentages. Additionally, the range for C includes options D and E, which therefore rules out D and E as possible correct answers.
None of the above is problematic in items where judgement is involved and where the options are not absolutely true or false. A student can come up with a better answer than one listed and be right – for example in this question, the student may be thinking Philadelphia or Newark. None of the above can be replaced with options that mean roughly the same thing but is more specific. For exampla, in an item asking an examinee to specify the most appropriate pharmacotherapy, replacing none of the above with no drug should be given at this time eliminates some of the ambiguity.
