2. How to Develop a Curriculum with Assessment in Mind GOURI GUPTE MHA, PHD BOSTON UNIVERSITY, SCHOOL OF PUBLIC HEALTH DEPARTMENT OF HEALTH, LAW, POLICY AND MANAGEMENT

3. Learning Objectives Discuss what are competencies and skills What is assessment? Why do we need assessment? Characteristics of classroom assessment The seven basic assumptions of classroom assessment

4. Disclaimer 1

5. Disclaimer 2 Resources on the campus Standing on the shoulder of giants Education committee Association of University Programs in Health Administration, CEIT, etc.

6. Disclaimer 4 Start of a conversation

7. Disclaimer 4 I did not realize this could be research

8. Getting to know you Name Classes you teach

9. Question: What would you like to assess in the classroom? (Find a common theme among the group)

10. ……………………is that faculty members are not fully involved in the process, and the results of the institutional process are rarely used to make a difference in the classroom. Problem we face……………………

11. What is classroom assessment? It is an approach designed to help teachers find out what students are learning in the classroom and how well they are learning it.

12. Three questions to consider What are the essential skills and knowledge I am trying to teach? How can I find out whether students are learning them? How can I help students learn better?

13. Question: How do you assess?

14. Exercise: Step 1: Identify one area in the course that you would like to assess Step 2: How will you assess it?

15. Why do we need to assess? Help students learn more effectively and efficiently Continuous flow of accurate information Empower teachers and STUDENTS Check the temperature Publications??

16. Competencies Competencies are the measurable or observable knowledge, skills, abilities, and behaviors (KSABs) critical to successful job performance. http://www.hr.wa.gov/WorkforceDataAndPlanning/WorkforceP lanning/Competencies/Pages/default.aspx

17. Skills The abilities that one possesses

18. Rubrics A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. https://www.cmu.edu/teaching/designteach/teach/rubrics.html

19. Curriculum Assessment Competencies and Skills Levels Broad Assessment strategies Learning Objectives (class level) Rubrics

20. Characteristics of assessment Learner centered Teacher directed Mutually beneficial Formative Context-specific Ongoing Rooted in good teaching practice

21. CompetencyObjectivesAssessment MethodsLevel Organizational & Political Analysis: Assess how political, organizational and occupational structures, cultures, and norms influence the ways in which health care is allocated and provided, analyze how these factors affect changes in health policy and/or systems, and develop strategies to promote an organization’s or constituency’s position. m)Identify organizational structures, culture and norms that influence the ways in which health care is administered and describe techniques to leverage opportunities and minimize barriers to effective healthcare delivery. Project, Discussions, Case Studies2 Vision, Strategy & Goal Formulation: Translates visions and strategies into specific goals and plans. Analyzes strategic alternatives with respect to actions and options of other organizations. a)Identify operational management tools and through case analysis describe how the systematic use of these tools can improve healthcare delivery and cost-effectiveness g)Identify and, through the use of specific examples, describe the challenges faced in logistics and supply operations in healthcare. l)Develop specific goals and design strategies for implementing effective solutions using operations management tools. Project, Discussions, Case Studies2 Planning & Project Management: Applies planning and management tools and techniques to achieve successful project completion. a)Explain key concepts in operations management including process flow, and various tools for quality management; b)Identify and apply strategies for benchmarking operations; c)Apply appropriate techniques for evaluation of workflow designs; d)Identify and explain in current context healthcare operations issues and challenges, including quality control and service design. h)Apply planning and management tools and techniques to design and implement small-scale operations improvement projects m)Effectively research and apply data to healthcare problems using appropriate operations management tools. Project, Discussions, Case Studies3 Department of Health Law, Policy and Management (BUSPH)

22. Quick measurement EXAMPLES STOP START CONTINUE

23. Quick measurement EXAMPLES: General Participation Rubric Contribution AreasQualities Level of Engagement Student enters into class discussions; offers questions or comments during class; engages in the project discussion; offers questions or comments via e-mail, or during office hours. Listening Skills Student listens when others talk, both in groups and in class. Student incorporates or builds off of the ideas of others. Behavior Student is cooperative, team-player, and non- disruptive PreparationStudent is almost always prepared for class with assignments and required class materials. The final score will be graded as: 1-5%= show, very little or no contribution, or not valuable contribution; 6-10%= show and make a valuable contribution

24. Quick measurement EXAMPLES CATME: https://www.catme.org/login/indexhttps://www.catme.org/login/index

25. Assessment of the Curriculum and Publication Gupte, G., Noronha, C., Horný, M., Sloan, K., Suen, W. Together we learn: Analyzing the interprofessional internal medicine residents and Master of Public Health students’ quality improvement education experience. American Journal of Medical Quality, available online doi: 10.1177/1062860615597058. Weigel, C., Suen, W., Gupte, G. Using Lean Methodology to Teach Quality Improvement to Internal Medicine Residents at a Safety Net Hospital. American Journal of Medical Quality, 2013: 28 (5): 392-399. doi:10.1177/1062860612474062. Conferences too.

28. How to Develop a Curriculum with Assessment in Mind GOURI GUPTE MHA, PHD BOSTON UNIVERSITY, SCHOOL OF PUBLIC HEALTH DEPARTMENT OF HEALTH, LAW, POLICY AND MANAGEMENT