Self-Assessment and Re-direction

Lesson Three

Objectives:

After reading the lecture notes the learner will be able to:

1. Articulate the types of assessment and their uses
2. Identify benefits of course analysis
3. Describe the correlations providing student feedback and higher levels of self-regulation

Part 1 - A Bit About Assessment

First we need to explore what we mean by assessment, how it is accomplished and what it is used for. Traditionally assessment is thought of in terms of written exams. These exams are generally administered periodically throughout the course, or as a summative assessment completed at the end of the course. Periodic assessments used for learner feedback are formative assessments. This was introduced in lesson two. Using formative assessments incorporates at least three major features of learner-centered education, those of active learner, critical thinking and personal responsibility. Providing students opportunities to reflect on their own progress toward lesson objectives puts the responsibility on them. They can use their critical thinking skills to apply the course content to their realistic, personal situations, and find the relevance or local application of the information. Nicol and MacFarlane-Dick (200) stress the importance of feedback is to facilitate optimal growth in the learner. They explain that feedback can stimulate a response of “Intelligent self-regulation” (p. 200) which in turn helps the learner to use the feedback to gauge how they are measuring up with standards of performance. Increased self-regulation helps the learner to devise strategies to meet the standards or the objectives they set for themselves, while also promoting an internalized system of feedback for themselves.

Part 2 - Assessment vs. Testing

What is the point of the course? Is it just to get information out there? Is that all that matters? Or do your care about the learners experience? Are there standards to met? Hopefully, these are clearly articulated as course objectives. What is the mechanism of assessment? Is it the same multiple choice exam that has been used for years? And is the purpose just to give the student a grade? Is it some arbitrary subjective assignment of a grade? Is the assessment tool used a valid form of assessing what the learner has learned?

If we truly care about their experience of learning then it will be reflected in how we facilitate their learning. Remember, it is “old school” or an outdated point of view to say “Well I taught them what they need to know, the rest is up to them.” Sadly enough too often our educational practice “emphasizes the role of raw knowledge and measurable outcomes under the banner of accountability.” (Salinas, Kane-Johnson, and Vasil-Miller, 2008, p. 25). We have misunderstood the value of students’ regurgitation of endless facts on multiple choice exams, and we have stifled their creativity and limited their ability to achieve self efficacy. Ultimately we want independent nurses who are practicing safely, with the ability to apply their knowledge to any new situation. Our expectation is for them to take what they learn, communicate with others, and use their creativity to solve problems in the work place, where they can have a positive impact on our patients.

Examples from clinical practice:

If we compare this to our patient interactions - would we take this approach? No! If I say I taught the patient how to draw up their insulin, yet they cannot draw up 10 units of regular insulin accurately, have I taught him? Or was I just speaking and not being received?

You may recall when we teach basic principles of communication, we identify the sender, the receiver and the message. But how do we determine if we are heard or understood? We look for a return demonstration of course! We set the standard, for example: using aseptic technique, correctly identify the vial of insulin, prepare the bottle, withdraw the correct amount of insulin, locate, prepare the correct site and administer the medication appropriately. Then we verify their understanding, then we stand back and watch them perform until they get it right.

Well, let’s take the same principles into the classroom. How can you know if the message is coming across? If you simply stand before them droning on and on - how can you know? we know by checking in with them and exploring their understanding and then giving them chances to perform, until they get it right.

Part 3 - Assessment as Course Review

Course Review is an Iterative Process, or it should be. Whether it occurs annually, or each semester, it should be a regular practice.

Assessment is not just for the faculty to provide the students, it works in reverse as well. Faculty often see courses as fixed stagnant creations that will last for years and stand the test of time. In reality our courses should be more fluid, we should be reviewing and redesigning all the time (between semesters) to enhance the quality of the course. Seeking and using feedback from students, peer observers, visitors as well as guest speakers helps the faculty member to gather data for course improvement. The key question to ask in course review is ‘what can I do to improve the way my students learn?’