ALIGNING STUDENT LEARNING OUTCOMES TO EVALUATION 1 Health Sciences - ICRDCE Conference Day-3

Learning Outcomes of this Presentation At the conclusion of this presentation, participants will be able to: 1. Discuss vertical and horizontal alignment of objectives. 2. Explain formative and summative evaluation. 3. Determine appropriate formative evaluation strategies. 4. Develop summative evaluation questions at a selected learning level. 2

ALIGNMENT – Objectives and Outcomes 3 Program Course Class Level 1 Level 2 Level 3 Level 4

FORMATIVE SUMMATIVE Focus on the process Identify student strengths and weaknesses Target areas that need practice / improvement Monitor students and give feedback that will help their learning LOW STAKES – no point value Focus on the outcome Evaluate student learning at the end of an instructional unit Used to grade student achievement Measures success of instruction, points out areas of weakness HIGH STAKES = graded 4 HOW DO WE EVALUATE OUTCOMES?

FORMATIVE vs SUMMATIVE 5 “ When the cook tastes the soup that is FORMATIVE. When the customer tastes the soup, that is SUMMATIVE.” – Paul Beck

FORMATIVE EVALUATION 6 Case Studies Problem Based Scenarios Weekly Evaluations –  see MC “Clinical Evaluation Tool” Quizzes (on homework assignment) Simulation Role Play Discussion / Debate Observation of practice with feedback

SUMMATIVE EVALUATION 7 EXAM QUESTIONS Must examine the student’s achievement of stated learning outcomes Must tie back to Course and Class Objectives Must test students at the expected level of achievement  Elementary? Secondary?  Beginner? Graduate level?  Freshman, Sophomore, Junior, or Senior?

STUDENT LEARNING OUTCOMES 8 Example Student Learning Outcomes (Based on the course objectives)- At the conclusion of this lesson, the students will be able to: 1. Prioritize the nursing care for a patient with stroke 2. Differentiate among mechanisms of action, clinical presentation, diagnostic testing and treatment options for patients with stroke. 3. Demonstrate use of safety procedures in patient care.

SUMMATIVE QUESTIONS Level I= Knowledge/Comprehension Level II = Comprehension / Application Level III=Application / Analysis Level IV=Analysis / Synthesis & Evaluation (Refer to the MC “Clinical Evaluation Tool” to explain the levels) 9

EXAMPLE QUESTION– What level? 10 The most effective way of preventing infection in health care is: a.Wearing a mask b.Using disinfectant to clean c.Avoiding patients when they are sick d.Washing hands frequently

Example 1 11 Examines student’s achievement of stated learning outcome #3: “ Demonstrate use of safety procedures in patient care.” Level = Level I Knowledge / Comprehension This is a beginner level of knowledge acquisition

Example – What level? 12 The nurse is caring for a patient with pneumonia who has a fever and is coughing up yellow phlegm. Which of the following interventions will be most effective in preventing the spread of infection? a. Place patient in a private room b. Wear gown and gloves when entering room c. Wash the room and floors with germicidal d. Wash hands before and after entering room

Example #2 13 Again, this test question examines student’s achievement of stated learning outcome #3: “ Demonstrate use of safety procedures in patient care.” Level = Level II Comprehension / Application This is a higher level of knowledge acquisition than example #1.

Example #3 14 Example Course Objectives: Utilize nursing process to assess, plan, safely deliver, and evaluate care that is organized, prioritized, and is evidenced based. D emonstrate ability to consider assessment data, pathology, age specific, cultural, and psychosocial needs when planning and delivering care.

Example #3 15 A 44-year-old homeless man presented to the emergency department with hemoptysis. The patient was diagnosed with tuberculosis (TB) after diagnostic testing and has just begun treatment with INH, pyrazinamide, and rifampin. When providing patient education, what is most important for the health care provider to emphasize? a) The need to maintain good nutrition and adequate hydration b) The correct use of a metered-dose inhaler (MDI) for bronchodilators c) The importance of adhering to the prescribed treatment regimen d) The rationale and technique for using incentive spirometry

Example #3 16 Correct Answer: C This question ties with both Objective #1 & #2 Explanation: Successful treatment of TB is wholly dependent on the patient's conscientious adherence to treatment. Patient education relating to this fact is a priority over MDIs, incentive spirometry, or nutrition, although each may be necessary. Reference: Chapter 23: Management of Patients With Chest and Lower Respiratory Tract Disorders Bloom's Taxonomy: Application / Analysis Content Objective: #1, 2

Group Work is NEXT! 17