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Assessment 2018. In your groups discuss what you understand the term assessment to mean ? How would you define it? Why is it necessary to assess students? What is it you are assessing ?. Assessment: exercise. Definitions of Assessment.
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In your groups discuss what you understand the term assessment to mean? • How would you define it? • Why is it necessary to assess students? • What is it you are assessing? Assessment: exercise
Definitions of Assessment • A generic term for a set of processes that measure the outcomes of student’s learning in terms of knowledge acquired, understanding developed and skills gained • (QAA, 2012) • Assessment is not only concerned with the measurement of student achievement but includes aspects of an individual such as: attitudes; aptitudes; personality; intelligence • (Quinn, 2008)
Ensure students are competent to practice • Give feedback on progress or level of achievement • Enhance motivation to develop • Encourage lifelong learning • Support the learner • Provide satisfaction • Promote confidence and independence Why Assess?
“the competence of all healthcare professionals must be assessed to protect the public, ensure quality of training and maintain credibility of the professions” (Hand H (2006) Key word: Competence Why Assess?
In your groups discuss • What is competence? • How do you define it? • What does it mean in relation to students? Competence: Group Work
The notion of competence carries with it notions of “lowest common denominator” characteristics • Competence is an expression of the norms of effective practice in a given profession. • It is what the profession expects of it’s members. • (Alsop & Ryan 2001) Definitions of Competence
“the ability to apply knowledge, understanding and skills in performing to the standards required” (Hand 2006) Definitions cont…
Aspects of Competence • Knowledge • Understanding • Performance • Attitudes and Behaviours • (Alsop & Ryan, 2001)
Remember • Assessment is measuring the student against the STANDARDS (level / ability) set by the University for that placement. • You need to consider: • What are the Learning Outcomes for that placement? • What level is the student at? • Refer closely to the Report form
Exercise :In your groups discuss your understanding of the following terms • Formative assessment • Summative assessment • Norm referencing • Criterion referencing • Episodic assessment • Continuous assessment • Evidence • Validity • Reliability • Fairness
In groups discuss: • Different methods of assessment • you use in your practice area • Discuss the processes your department has in place to ensure: • validity, reliability, fairness Methods of Assessment: Exercise
The role of the assessor is a diverse one that has its own challenges and difficulties • ….we may inadvertently fall into “errors of the assessment process” • What errors might arise do you think? • Discuss Errors of Assessment
Generosity or leniency • Stringency • Errors of central tendency • Halo effect • Proximity error • Obligation error Errors: consider
Errors of Assessment • A common anxiety of all students is that they need to be as good as their PE by the end of the placement • (Healy & Spencer 2008) • Some PEs fall into the trap of thinking students need to know what they know, can do what they do by the end of the placement
Errors of Assessment: exercise • So…. • How do you avoid Assessment errors? • Discuss
What do these terms mean? • Define responsibility – who are we responsible for and too? • Define accountability – who are we accountable for and too? • What does the RCOT Code of Ethics and Professional Conduct state in relation to them? Exercise:
Qualified healthcare professional is “accountable” for • his/her own standards of practice • Qualified healthcare professional is “accountable” to: • Service users • Managers • Employing organisation Assessment, Accountability and Responsibility
Responsibility is different – can be delegated Assessment, Accountability and Responsibility
Discuss • How are assessment, accountability & responsibility linked? • What are the implications for your practice with regards to your learners? Exercise
Assessment, Accountability and Responsibility • Assess student’s competence • Are they able to undertake the task? • Do they have knowledge; understanding, skills? • If not – how do they develop these if you are accountable and responsible for their actions? • Shadowing • Assisting • Doing • Evaluating • Reflecting • Assessment
Hand H (2006) Assessment of Learning in Clinical practice. Nursing Standard. 21, 4 • Healey, J & Spencer M (2008) Surviving Your Placement in Health and Social care: A Student Handbook. Open University Press. London • Quality Assurance Agency http://www.qaa.ac.uk/en/Publications/Documents/understanding-assessment.pdf • Quinn F (2008) Principles & Practice of Nurse Education (4th Ed) Cheltenham. Stanley Thornes References