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This document summarizes student learning outcomes and assessment for an academic year at a nursing program. It addresses two competencies: communication and leadership. For communication, direct measures including case studies, education activities and capstone course performance were used to assess students' ability to integrate therapeutic communication skills. Standards required at least 80% of students to score 75% or higher on relevant rubrics. For leadership, direct assessment of clinical performance through rubrics was used to evaluate students' ability to manage nursing care. The standard expected at least 75% of students to score 70% or higher on clinical performance. Charts show mean scores across courses met or exceeded standards.
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Authentic assessment involves tasks that mimic real-world problems and require students to apply skills and knowledge. It emphasizes higher-order thinking and evaluates projects over time through methods like portfolios. Formative assessment provides feedback during learning to improve instruction, while summative assessment evaluates learning after instruction. Integrated assessment combines outcomes from multiple topics into realistic activities conducted over time. Holistic assessment balances assessing learning outcomes with assessing for learning through a variety of methods.
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The document discusses several theories that can be applied to evaluation in nursing education, including the health belief model, Kenney's systems model, and the adaptation model. The health belief model examines how individual perceptions and modifying factors influence the likelihood of taking action regarding nursing education. Kenney's systems model views the educational process as an input-throughput-output system. The adaptation model analyzes how individual, environmental, and mediating factors impact adaptive or maladaptive responses to nursing education.
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- Standardized tests are formal assessments administered under standardized conditions to large groups of students. They provide norm-referenced scores allowing comparison between students. Teacher-made tests are informal classroom assessments created by teachers.
- Standardized tests have established reliability and validity ensured through rigorous test construction procedures. Teacher tests may vary in reliability and validity.
- Standardized test results provide information on student achievement compared to peers. Teacher tests provide information on mastery of specific classroom content.
Assessment on New Normal Setting.pptx
This document provides interim guidelines for assessment and grading in light of distance learning due to COVID-19. It outlines that assessment should holistically capture essential learning competencies through a variety of formative and summative methods. Teachers should be flexible in their assessment design while ensuring it is valid, reliable, and supports student learning and development. A balance of individual and group assessments using different modalities is recommended depending on class size and available technology. The goal is to fairly evaluate student progress through meaningful feedback.
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Assessment and evaluation involve systematically gathering information on student learning and performance to improve instruction. Standardized tests and methods are used to make valid comparisons. DepEd Order No. 8 s. 2015 provides guidelines for classroom assessment in the Philippine basic education program, distinguishing formative from summative assessment. Formative assessment informs teaching while summative assessment measures standards mastery. A variety of assessment strategies and performance tasks are used for a holistic understanding of student competencies.
Formative evaluation
The document discusses different types of evaluation in education including formative, summative, diagnostic, criterion-referenced, and norm-referenced evaluation. Formative evaluation occurs during instruction to provide feedback and improve teaching and learning. Summative evaluation happens at the end of a course to assess learning and assign grades. Diagnostic evaluation identifies specific learning difficulties. Criterion-referenced evaluation measures students' mastery of learning objectives, while norm-referenced evaluation compares students to their peers. The document provides details on the characteristics, purposes, and examples of each type of evaluation.
2013 targets and milestones in business plans
This document discusses targets and milestones in business plans for schools. It defines targets as relating to student achievement, both academic and non-academic, while milestones relate to the operational strategies needed to achieve the targets. Targets must specify what outcomes will be improved, the amount of improvement, how it will be measured, and the timeline. Milestones are the specific strategies and resource allocation required to meet the targets. Progress is measured for targets by changes in student achievement data, and for milestones by implementation of strategies and changes in behaviors like classroom practices. Both targets and milestones are determined through school self-assessment of data and operations.
Response To Intervention Presentation
The document presents a Success Through Levels intervention plan to address behavioral issues at Carmel Middle School. It proposes a three-tiered approach including primary (school-wide), secondary (targeted), and tertiary (individual) levels of intervention. The primary level utilizes the CHAMPS model for positive behavior support. The secondary level adds peer mediation. The tertiary level implements Functional Family Therapy for students not responding to other interventions. The plan aims to reduce office referrals through systematic positive behavioral supports and early intervention.
Classroom assessment powerpoint ch.2 and 3
This document discusses assessment for and of learning. It outlines the importance of formative assessment and having a balanced assessment system. Formative assessment has been shown to improve student achievement when implemented properly, through practices like providing feedback and developing self-assessment skills. The document outlines seven strategies for formative assessment, focusing on clarifying learning targets, determining students' current level of understanding, and helping them to close gaps in their knowledge. Clear learning targets are essential for effective assessment.
Assessmentof Nursing Students’ Attitude toward Learning Communication Skills ...
1) The study assessed nursing students' attitudes toward learning communication skills and factors influencing their attitudes, such as age, level of study, and GPA.
2) It found a significant positive correlation between level of study and attitude, as well as between GPA and attitude. A limited positive relationship was also found between age and attitude.
3) Students in the professional program had a more positive attitude toward learning communication skills compared to students in the pre-professional program.
Cindy Kelly PIDP 3104 Informal Assessment
This assessment involves students practicing clinical dental procedures by rotating through various roles, including patient and dental assistant. Students demonstrate procedures to each other, provide feedback on checklists, and improve their skills, confidence, and ability to work as a team. The instructor first demonstrates procedures and provides guidance, feedback, and safety oversight as students practice. This allows students to apply theoretical knowledge practically and improve techniques through repeated practice with different partners.
Role on standarized and non standarized test in guidance on counseling
Standardized and non-standardized tests can both be used to develop student profiles and provide guidance. Standardized tests assess student achievement against a benchmark and allow comparisons between students. They are limited in describing individual student needs. Non-standardized tests like portfolios, interviews, and projects are created by teachers and better measure individual performance and learning. Both types of tests can be used for accountability if they inform teaching and show student progress over time.
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Classroom assessment, WOW training!
The document discusses strategies for improving assessment practices to better support student learning. It distinguishes between formative and summative assessments, with formative assessment aimed at improving learning through feedback. The document outlines seven strategies of formative assessment, including providing clear learning targets, descriptive feedback, self-assessment, and revision practices to help students close gaps in understanding. The goal is to use assessment information to actively guide instruction and support students in taking ownership of their learning.
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- 1. STUDENT LEARNING OUTCOMES ASSESSMENT Academic Year 2012 - 2013
- 2. COMPETENCY: COMMUNICATION Student Learning Outcome: Integrate therapeutic communication skills and interpersonal relations when dealing with patients in the different stages of growth and development and when interacting with the different interdisciplinary teams and taking into consideration the different health scenarios. For this student learning outcome we used as assessment strategies, direct measures: the case study, education activity and capstone course performance rubrics. Indirect measures: employer satisfaction survey.
- 3. *Standard Performance: at least 80% of the students will score at least 75% in the rubrics designed to assess Case study.
- 4. *Standard Performance: at least 80% of the students score at least 75% in the rubrics designed to assess Education Activity rubric.
- 5. COMPETENCY: LEADERSHIP Student Learning Outcome: Integrar los conceptos de liderazgo al manejar el cuidado de enfermería con el individuo, familia, comunidad y equipo interdisciplinario en los diferentes escenarios de práctica. For this student learning outcome we used as assessment strategies, direct measures: the clinical performance rubric.
- 6. 92 89 100 91 100 100 100 96 96 96 96 96 96 96 89.3 89.3 89.3 89.3 89.3 89.3 89.3 82 84 86 88 90 92 94 96 98 100 102 NUR 101 NUR 331 NUR 332 NUR 339 NUR 301 NUR 402 NUR 434 Clinical Performance (75/70)* Courses Mean Actual Mean Previous Semester Mean *Standard Performance: at least 75% of the students will score 70% or more in the rubrics designed to assess clinical performance.