Assessment Template For Learning Process Strategies

Assessment and Evaluation

This is the assignment three and it focusses on the strategies used to assess the process of learning. Firstly, an assessment template will be formulated. Secondly an executive summary will be written to explain the rationale behind the chosen tool of assessment and evaluation. Lastly, a conclusion to summarize the details of the essay.

Assessment and Evaluation.

1. Assessing and evaluating the teacher.

1. Assessing and evaluating the learning process (attainment of the learning objectives and learning outcomes, both in the classroom and the clinical area).

1. Assessing and evaluating the learning environment.

Quinn & Hughes (2007), states that when learning cannot be assessed if it is taking place or not, then it is a waste of time and resources. The course; communication in nursing has the following learner’s objectives; being able to explain the characteristics of effective communication and those of an effective communicator. Secondly, being able to describe the benefits of effective communication. Thirdly, being able to state the barriers of effective communication. Lastly, being able to describe how to overcome these obstacles. The evaluation and assessment template above will be important in assessing the attainment of these learning objectives and program outcomes. This assessment and evaluation tool is valid and reliable as the respondents will be learners, they have the first hand information. This will increase on the accuracy and reduce biasness (Oermann & Gaberson, 2016).

The instructor is assessed and evaluated using the assessment template. This is obtained from responses of the following questions; the subject contents of the teacher, the teaching methodology/styles used by the teacher, the teacher’s confidence, communication skills and the interaction. This is important as the above factors influence attainments of the specified learning objectives being met. When the teacher has content on the subject matter, uses the right teaching methodologies and be confident and effective communicators, there is no doubt that the course outcomes and objectives will be met. This evaluation is important as it will help in identifying the strengths and weakness areas of the teacher. The teacher will use this so as to improve on the delivery (Oermann & Gaberson, 2016; Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich … 2016).

In addition to this, the three domains of the learning are being assessed by the template above. The cognitive domain is the knowledge useful in thinking, comprehending, synthesizing, analyzing, applying and evaluating. This has been assessed through the following questions from the template; (the course contents were easy to comprehend and the exams given allowed one to be able to demonstrate their understanding). The second domain, the psychomotor, tests the skills attained from the course. The template assesses this through attainment of new skills by the student and by their expression that the course has made it easier to work or has improved their efficiency.  Lastly, the affect domain which tests the learner’s attitude, interests and experiences of the course/program. This will be assessed when asked if they can recommend this course to others and if the course is valuable. It is important to assess these three domains as they are the basis in which objectives are formulated and their attainment translates to objectives being met (Fastré, van der Klink, Amsing-Smit, & van Merriënboer, 2014).

Lastly, the learning environment is being assessed and evaluated as it influences the attainment of the course objectives and the program outcome. The learning environment should be conducive as to facilitate learning. This assessment will identify the conduciveness o the learning environment and when it is noted not to conducive, the correct changes can be done (DeYoung, 2015; Irby, 2014; Tighe, S., & Bradshaw, 2012; Alinier & Alinier 2016).

Conclusion

The importance of evaluating and assessing learning cannot be emphasizing enough. it is essential to determine whether learning is taking place. For the assessment of the course on communication in nursing the evaluation will be done using a template of questionnaire’s that learners will answer. This will be useful in assessing learners, teachers and the learner’s environment and their influences to learning. With this it will be possible to deduce attainment of the objectives and the program outcomes set. 

References

Alinier, G., & Alinier, N. (2016). Design of an objective assessment tool to evaluate students’ basic electrical engineering skills: the OSTE. Journal for the Enhancement of Learning and Teaching. Retrieved on 20^th 07 2018 https://uhra.herts.ac.uk/handle/2299/6140 

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., … & Wittrock, M. C. (2016). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains, NY: Longman. Retrieved on 20^th 07 2018 https://kkm39ysrp06.storage.googleapis.com/MDgwMTMxOTAzWA==06.pdf 

DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Boston, MA: Pearson. Retrieved on 20^th 07 2018 https://www.pearson.com/us/higher-education/program/De-Young-Teaching-Strategies-for-Nurse-Educators-3rd-Edition/PGM50471.html 

Fastré, G. M., van der Klink, M. R., Amsing-Smit, P., & van Merriënboer, J. J. (2014). Assessment criteria for competency-based education: a study in nursing education. Instructional Science, 42(6), 971-994. Retrieved on 20^th 07 2018 https://eric.ed.gov/?id=EJ1042882 

Irby, D. M. (2014). Excellence in clinical teaching: knowledge transformation and development required. Medical education, 48(8), 776-784. Retrieved on 20^th 07 2018 https://www.ncbi.nlm.nih.gov/pubmed/25039734 

Oermann, M. H., & Gaberson, K. B. (2016). Evaluation and testing in nursing education. Springer Publishing Company. Retrieved on 20^th 07 2018 https://www.springerpub.com/evaluation-and-testing-in-nursing-education-fifth-edition.html 

Quinn, M., Hughes, J., (2007). Quinn’s Principles and practice of Nurse Education.  Nursing education. 5, Retrieved on 18^th 07 2018 https://trove.nla.gov.au/work/8493605 

Tighe, S., & Bradshaw, C., (2012). Peer-supported review of teaching: making the grade in midwifery and nursing education. Nurse education today. 33(11), 1347-1351. Retrieved on 20^th 07 2018 https://www.ncbi.nlm.nih.gov/pubmed/22921378

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