it is always difficult to assess progress in lab, I always try to give clears objectives and promptly communicate results with written tests. or oraly
Tony,
Thank you for your post. You make very good points. Authentic assessment is an extremely open and honest way to assess the student.
Ron Hansen, Ed. D.
In the automotive repair field I believe the best way to assess a student's competence is by direct observation in the lab enviorment. The end results of the class and lab training is for the student to be able to diagnos and repair the vehical useing his aquired skills and knowedge. Directly observing a student in lab an instructor can see the student's ability to assess the problem, implement a plan to fix it, the proper use of tools and manuels and to test the component for function.
Lisa,
The rubric is a good idea. I would suggest bringing the instructors together to provide feedback and revise the rubric to eliminate the broad interpretation.
Ron Hansen, Ed. D.
The lab I am currently teaching is rather large and can make evaluating students very difficult. We are required to have a specific instructor to student ratios depending upon the tasks being taught and practiced. Whenever possible we break into groups and have each instructor teach and observe a particular procedure rather than having each teacher cover the entire lab, this way the instructor is able to observe and evaluate individual tasks. We have a rubric for evaluation, but the problem is that often each teacher interprets it slightly differently. We often have difficulty with consistancy of evaluation. Can you recommend a method to maintain consistancy between instructors?
TUAN ,
Written and oral tests really assess memorization of information. Hands on assessments look at competencies and skills needed to perform a task or tasks. That is one reason they are more effective.
Ron Hansen, Ed. D.
written and oral tests are great for general knowledge, but i find hands on tests and watching the students as they apply thier knowledge is a much more effective guide.
Their preparation up until a couple of weeks ago was mostly lacking. However, our DOE has recently implemented a mandatory refresher with the instructor for each student prior to doing their skills check off. Since that has been pletmebted they have been doing significantly better with their skills check off.
Michael,
This is becoming a more common theme in this forum. A very strong teaching method.
Ron Hansen, Ed. D.
Dawn,
Based on the checklist how well are you finding their preparation for the clinical rotation?
Ron Hansen, Ed. D.
I only oversee the students clinical rotation. I am not in the classroom at all. I have a "skills check-off" that is done when the student is completely finished with classroom work and is ready to enter the clinical situation.
Dawn,
Do you have an assessment tool for your review of the student work?
Ron Hansen, Ed. D.
As a clinical coordinator, our facility assesses the compentencies of students by what we call a "skills check-off". The students are asked to demonstrate skills and answer significant questions that relate to their field of study. If I feel that the student is not prepared to enter the clinical site, I ask that they schedule a short "refresher" with their instructor and then return to me for another assessment.
In my mechanical lab, the students are requied to perform the lab task twice. Once to learn the task while in a small group, then they must perform all aspects of the task as an individual. This allows them to colaborate with other students while learning the task and also perform it twice to solidify the learning experience.
At the end of every clinical lab course, my students are required to pass a competency exam. They are given the parameters at the beginning of the course, so they are well aware of the information and skills to be covered. Also the deparment recently incorporated cummulative competency exams. As the students move through the program, they are assessed on the skills from the previous classes as well as the current course. This allows them to fully learn the material and realize the importance of information retention and application. This also teaches them that memorization will not help you out in the field, when patients and scenarios change constantly.
They repeat the same worksheets on multiple different models and years of motorcycles.
Robert,
Do they repeat the same lab worksheets or new ones? Or are there different lab worksheets in support of the same outcome?
Ron Hansen, Ed. D.
students are required to do many lab worksheets over and over again. They are also required to pass 2 quizzes and a final exam which consists of 20 multiple choice and essay questions.
Richard,
Testing is not always the best assessment. Paper tests primarily assess memorization of information. Practice, assess, practice, assess, practice, assess can be a more authentic way to assure students can perform tasks.
Ron Hansen, Ed. D.
Many of the replies that I see here are very elaborate for testing the student before they even begin any hands-on training. I think this is a good idea, but I'm not sure the school where I work would be able to do the same.
In the course that I teach, we have one week of lecture with some hands-on worked in. The second week is for the students to practice what has been lectured and demonstrated. The third week is for assessment. By the time they get to the assessment, I can see if they really have grasped the concept of the project or not. While I have to grade them accordingly, I always make sure that the "coaching" never stops. I also try to highlight what they did correct, without being overly harsh on what was incorrect. For some people, it's all about practice, practice, practice.
