Using Assessment to Improve Student Learning: Where Assessment and Teaching Collide Kirk J. Armstrong, EdD, ATC Georgia College & State University Program Director, Athletic Training Education Program Department of Kinesiology

Assessment Model for Athletic Training Assess Learning Needs of Students Determine Baseline Knowledge & Skill Teaching & Instruction Assess Learning Outcomes Obtain Feedback & Revision

What to Assess? Where to look for assessment pieces Where to look for assessment pieces 1.National Athletic Trainers’ Association Educational Competencies (4 th ed.) 2.Board of Certification Role Delineation Study 3.Commission on Accreditation of Athletic Training Education Standards for Entry-Level AT Programs 4.Mission of the Athletic Training Education Program 5.Goals & Learning Objectives of the Athletic Training Education Program

Assessment in Athletic Training Modified Tylerian Model of Assessment Modified Tylerian Model of Assessment – –Assessment means to determine the extent that the valued objectives are a part of the instruction – –Focus of assessment is on the learning outcomes not the input Required Steps in the Process 1. 1.Revise Mission, Goals, & Learning Objectives 2. 2.Align course objectives parallel to the Mission, Goals and Learning Objectives 3. 3.Develop summative and formative assessment

Why is Assessment Important? Importance of Assessment in Athletic Training Importance of Assessment in Athletic Training 1.Ensures that our students are meeting the desired learning outcomes  For each course  For the Athletic Training Education Program 2.Ensure that the Athletic Training Education Program is developing competent and qualified health care professionals 3.Exceeds accreditation standards for Outcomes  Programs must routinely secure quantitative and qualitative data to determine the outcomes and effectiveness of the program

Assessment in the Classroom Assessments were developed to ensure that students were meeting the learning outcomes Assessments were developed to ensure that students were meeting the learning outcomes –Emphasis on understanding beyond recall of information, including the synthesis of information and application of information into the context of patient care 1.Written Exams 2.Clinical Case Studies 3.Presentations –Rubrics ensure a consistent means of assessing all students fairly

Assessment in the Classroom Formative Assessments Formative Assessments 1.Cognitive assessments (e.g., online discussion, quizzes) 2.Clinical Case Studies 3.Bobcat Report 4.Problem-Based Learning Evaluation Summative Assessments Summative Assessments 1.Student GPAs 2.Cognitive assessments (e.g., written exams) 3.Senior Exit Survey & Interview 4.Certification Exam Pass/Fail Rate

Assessment in Clinical Experiences Assessments were developed to ensure that students were meeting the learning outcomes Assessments were developed to ensure that students were meeting the learning outcomes Assessments –Not only to demonstrate clinical skills, but also the integration of knowledge and skill into competent clinical practice 1.Bobcat Reports 2.Clinical Instructor evaluation of Student Performance 3.Student Evaluation of Clinical Instructor 4.Student Evaluation of Clinical Setting 5.Student Self-Evaluation 6.Standardized Patient Evaluations

Assessment in Clinical Experiences Formative Assessments Formative Assessments 1.Clinical Proficiency Evaluations 2.Bobcat Reports 3.Clinical Skill Quizzes Summative Assessments Summative Assessments 1.Clinical Instructor Evaluation of Student 2.Student Evaluation of Clinical Instructor 3.Student Evaluation of Clinical Setting 4.Student Self-Evaluation 5.Senior Exit Survey & Interview

Benefits of Assessment 1. Assessment has been essential in curriculum revisions –Archival data from results of national certification exam –Completion of entry-level clinical proficiencies –Clinical education evaluations  Clinical Instructor Evaluation of Student Performance  Student Evaluation of Clinical Instructor  Student Evaluation of Clinical Setting 2. Assessment has been essential in securing funding for new teaching strategies –Video equipment –Standardized patient infusion

Results of Assessments Improved knowledge demonstrated in didactic assessments Improved knowledge demonstrated in didactic assessments –Written Exams –Clinical Case Studies –Presentations –Certification Exam Pass Rate Improved clinical skills demonstrated in clinical assessments Improved clinical skills demonstrated in clinical assessments –Standardized Patient Evaluation –Clinical Skill Quizzes Improved confidence in patient interactions Improved confidence in patient interactions Improved interpersonal skills Improved interpersonal skills

Summary Evaluation and assessment has played a vital role in ensuring quality education experiences Evaluation and assessment has played a vital role in ensuring quality education experiences –Began at revising Mission, Goals and Learning Objectives –Continued to the revision of course learning objectives –Required the development of assessment tools to evaluate our effectiveness at providing quality didactic and clinical educational experiences Evaluation of teaching effectiveness has secured funding for new equipment and new instructional methods Evaluation of teaching effectiveness has secured funding for new equipment and new instructional methods