Methods of Assessment

Daniel Stevens
Training and Education Manager
Lesson goal: At the completion of this lesson, the trainer will be able to plan, develop
and deliver, formative, and summative assessments in accordance with adult education
principles.

Learning objectives: At the completion of this lesson the trainer will:

• Define the purpose of training
• Differentiate between formative and summative assessments
• Provide examples of formative and summative assessments
• Develop a grading rubric and identify its component parts
 TIMING OF ASSESSMENTS

Take a few minutes and answer this question:

In as few a words as possible, what is the

purpose of training?
 TIMING OF ASSESSMENTS

• Formative assessments: Take place during the course of instruction, creating a

feedback loop for the class
• Knowledge checks on terminology
• Identification of anatomy on a chart
• Explaining a disease process (pathology)
• Group answers to sequencing of steps in a process
• Case studies to identify errors, treatment options, problem analysis
• Teach-backs
• Definitions
• Matrix mapping
• This is a verification that learning objectives are being accomplished
• If gaps in knowledge are identified, review, repeat and reinforce
 TIMING OF ASSESSMENTS

Repetition, Relevance, Reinforcement

• Sequence the training so that foundational knowledge is built first

• Introduce one concept at a time, then assess comprehension, repeat and reinforce
• Use memory mnemonics for large quantities of information
• Example: Elevator pitch mnemonic: FF BAD: Features, Functions
Benefits, Application, Differentiation of a device
Product

Correcting
the Pathology

Pathology
Gross A & P
 TIMING OF ASSESSMENTS

• Summative assessments: Take place after the course of instruction

• Written tests
• Role-play scenarios
• Skills assessments

• This is a verification that the lesson goal, and learning objectives have been
accomplished
• Summative assessments should be based on objective standards/ expectations
• If gaps in knowledge are identified, review, repeat and reinforce
 LESSON GOALS AND LEARNING OBJECTIVES

Creating measurable goals and objectives provides the expectations and objective standards
that are being measured against

You have to first have a goal before assessing if the student is learning

• Developing the Goals and Objectives

• BCC model
• Behavior: Identify the expected observable action to demonstrate learning
• Conditions: Describe the relevant conditions (location, type of scenario)
• Criteria: How well, and to what standard with the student be held?
• In accordance with the IFU is always recommended for products
 LESSON GOALS AND LEARNING OBJECTIVES

• Most assessments will fall into one of these two categories

Knowledge based assessment Skills assessment

• Terminology • In-service simulation
• Sequencing of steps • Product set up
• A & P identification • Sequencing of steps
• Product indications/ usage • Articulation of product best
• Product best practices practices
• Speaking ability
• Problem solving
 KNOWLEDGE ASSESSMENT- TEST QUESTIONS

Example:
• Lesson Goal: At the completion of this lesson, the student will be capable of
listing the different types of hernias based on the levels of severity per
standards of the AHS.

• Questions:
______ The bulge can be manipulated or pushed back into place; the hernia
poses no danger but requires repair

______ The hernia becomes so constricted that blood supply is compromised;

it requires immediate repair to prevent tissue death
 KNOWLEDGE ASSESSMENT- TEST QUESTIONS

Example:
• Lesson Goal: The student will be able to identify and label the major anatomical
structures of the hepatobiliary tree on an illustration provided.

Label the parts of this diagram:

 KNOWLEDGE ASSESSMENT- TEST QUESTIONS

Example:
• Lesson Goal: The student will be able to label the flow of bile through the primary
structures of the hepatobiliary tree on an illustration provided.

List the correct sequence of bile through the Gallbladder

following structures:

Joins with
pancreatic duct

Duodenum

Cystic Duct

Common Bile
Duct
 SKILLS ASSESSMENT- PERFORMANCE

• Skills assessments are an objective measurement of performance

abilities against a defined standard

• In-service simulation
• Product set up steps
• Sequencing of steps
• Articulation of product best practices
• Speaking ability
• Problem solving
 SKILLS ASSESSMENT

• Grading Rubrics
• A rubric is both a training tool for the student, and a measuring tool for the
instructor (provide this to students)
• The critical first step in developing a rubric is defining the critical performance
criteria

Critical
Performance
Criteria
 SKILLS ASSESSMENT

• Grading Rubrics
• The next step is to define critical failure criteria (unacceptable skills
demonstration)

Critical
Failure
Criteria
 SKILLS ASSESSMENT

• Grading Rubrics
• The next step is to define acceptable criteria and differentiate it from exceptional
performance criteria
• Acceptable criteria generally allows for minor omissions, or errors that are not
deemed critical for product usage (pricing error, size omission)
QUESTIONS???