Workshop: Formative Assessment Institute for Excellence in Education
Download
Report
Transcript Workshop: Formative Assessment Institute for Excellence in Education
Workshop: Formative Assessment
Institute for Excellence in Education
Summer Teaching Camp 2013
Edith Gurewitsch Allen, M.D.
Mona Mohamed, M.D., Ph.D.
Julianna Jung, M.D.
07/25/2013
Presenters have no relevant disclosures or conflicts of interest
Objectives
differentiate formative from summative assessment
demonstrate techniques for formative assessment of
learners
develop and solicit formative assessment of:
communication skills
information literacy
strategic planning/critical reasoning
attitudes and disposition [professionalism]
X Formative assessment for course or program refinement
What is Assessment?
Establishing clear, measurable expected
learning outcomes
Ensuring sufficient opportunities to achieve
those outcomes
Systematic gathering, analysis and
interpretation of evidence to determine
extent to which (how well) learning matched
expectations
Using the resulting information to understand
and improve learning
General Purpose of Assessment
• Defines what learners will regard as
important – Brown 2001
– high value placed on marks and grades;
– ultimately students focus their efforts on assignments and
what they will be tested on
• Ensures that what is important is learned
ASSESSMENTS MUST ALIGN WITH
EDUCATIONAL GOALS
Planning Our Teaching
Traditional Paradigm
New Paradigm
• What topics should we
teach?
• What do students need to
know?
• How do we test that the
topics were learned?
• What are the criteria for
determining sufficiency of
learning (what earns an A,
B, C, etc)?
Teacher-Centered
– critical understandings,
theories, models; knowledge,
skills and attitudes
• How will we assess their
learning?
• How do we structure the
educational experience to
ensure that they learn?
Learner-Centered
Characteristics of Assessment
Summative Assessment
Formative Assessment
• Objective > Subjective
• Subjective > Objective
• Comparative, Relational
• Personal, Reflective
• Solitary
• Interactive, Social
• Conclusive, “Add-on”/Post Hoc
• Midstream, Guiding
• Retrospective: were goals
met?
• Prospective: are goals being
met?
Evidence-based Strategies to Promote Lasting Learning
Students Learn Most Effectively When They:
Understand goals and characteristics of excellent work
Relate new learning to prior experiences
• Spend significant time studying and practicing, using and
applying new knowledge in some way
• Diverse learning styles are respected
• Engage in multi-dimensional, real-world tasks, and
interact with others
Assessments are learning activities in their own right
Reflect on what and how they learned, seeing coherence
in their learning
Universally Valued Learning Goals
• Communication Skills
• Information Literacy
• Strategic Planning/Problem
Solving
• Professional
Attitudes/Dispositions
In-Class Techniques
Assessing Communication Skills
Drawing Exercise
Communication Skills
ENCODING
DECODING
• Understand the objective: why
are you communicating?
• Understand the audience: who
are they? What do they need
to know?
• Anticipate reactions or
potential sources for
confusion; plan the message
• Seek feedback to confirm
understanding
• Pay attention
• Receive information
without first anticipating
the response to be given
back
• Ask questions to confirm or
revise understanding
In-Class Techniques
Information Literacy
“Headbandz”
Information Literacy
•
•
•
•
Recognize the need for information
Identify what information is needed
Find the information
Evaluate information critically for credibility
and relevance
• Use information to answer question/solve
problem
• Use information legally & ethically
In-Class Techniques
Strategic Planning/Critical Reasoning
Think-Aloud Exercise
www.websudoku.com
Metacognition
• Use efficient learning techniques
• Discuss and evaluate problem-solving
strategies used
• Critically examine the bases for arguments
• Correct or revise reasoning
• Form efficient plans for completion
• Evaluate effectiveness of decisions/actions
In-Class Techniques
Assessing Professional
Attitudes/Disposition
Opinion Polling
When a trainee fails to perform a task
as expected, it is most often because:
A. s/he doesn’t value the task or see it as
personally relevant.
B. s/he does not understand what is being
asked of her/him.
C. s/he is overburdened or fails to plan for
timely completion.
D. s/he lacks required knowledge or skill to
complete the task.
When an educator deviates from a
professional standard, it is most often
because:
A. s/he opposes or disagrees in general with
the standard.
B. s/he is unaware of the standard.
C. practical realities make the standard
difficult or impossible to follow.
D. s/he deems the standard to be inapplicable
or inappropriate for the particular situation.
How Students Can Contribute to
Assessment – Suskie, 2009
• Identify the purpose of the assessment and
ensure that they are relevant and worthwhile
• Articulate learning goals, their importance and
value
• Design tools (rubrics, surveys, portfolios)
• Advise on how to share results with students
• Review logistics of assessments for feasibility
and undue burden
Group Activity:
Reducing Medication Error
GROUP A: Root Cause Analysis
GROUP B: Polypharmacy
• 42 y.o. male, limited English,
history afib, on verapamil
250 mg three times daily
• Admitted from ER for ORIF
wrist fx
• 24 hours later developed
atrial fibrillation, which
resulted in congestive heart
failure
•
•
•
•
•
•
•
•
•
•
•
Atrovent
Prednisone
Claritin
Xanax
Vasotec
Timoptic
Avandia
Neurontin
Augmentin
Protonix
Bumex
Group Activity:
Developing Formative Assessments
What “key” knowledge should your learners
demonstrate through this task?
Which “universal” skills (communication,
information literacy, strategic planning/critical
reasoning, attitude/disposition) will you focus
on? To what extent (percentage, points)?
Which criteria will you use to rate the adequacy
of their proposal?
What challenges/feedback will you provide to
advance their learning beyond the initial effort?