Julie,
Do you provide the students guidelines for the procedure? Do you use any assessment tools that you use to document student performance?
Ron Hansen, Ed. D.
I teach veterinary technology. We have surgery lab twice weekly during the fourth term. Students are given the opportunity to perform all assigned tasks of a routine procedure. I ask students to explain exactly what they will be doing. Ask questions regarding technique or things that may have not been considered, then monitor all activity.
Dana,
Do you have rubrics developed for the projects? While students use inspection sheets to determine if they have properly completed the task a rubric can help to provide an overall assessment on how well they performed all tasks.
Ron Hansen, Ed. D.
Have students demonstration on how the projects should be done in the actual shop environment.
When they successfully complete the projects, we will have them complete the inspection sheets to ensure all dimensions are within the required tolerances and have them write out in their own words the procedures, the tools and the skill set required to perform the tasks.
Robin,
Thank you for your post. Do you review performance with students after the hands on portion of assessment? How frequent are the hands on tests?
Ron Hansen, Ed. D.
At the beginning of the course we explain to the students what will be required to complete the course. These requirements are web courses, classroom testing, and hands on testing. There is a lecture followed by lab work at the end of the day we review the labs. Each student takes a 30 question written test and then followed by a hands on test over the material they have worked with during their labs for the course. The lab test requires that they use the required tools needed to communicate with the vehicle then analyze the information obtained, follow all safety procedures, and write down their results with the proper diagnosis steps. The students use all the tools and do all the steps during lab that would be required to complete the final testing.
Errol,
Thank you for your detailed post. You seem to have a thorough and detailed assessment process.
Ron Hansen, Ed. D.
I teach Ford diagnostic courses where the students are expected to meet Ford competency in basic diagnosis and tool/equipment useage. I personally observe the students during their hands on labs and their final Lab Post Test using the criteria they have used in their practice labs. The question now becomes can they use the assigned tools/equipment safely and as designed by the OEM. Is their diagnosis correct and repair suggestions in line with their diagnosis and meet OEM standards, and were they able to complete the hands on final in the alotted time frame.
All practice labs are explained in great detail starting with the customer concern to the point they are ready to return the vehicle to the customer. All labs and their results are completely reviewed so that the student has been properly prepared to do the Final Lab Task. They are then verbally asked where they intend to begin their lab steps, if their response is correct they begin their final lab task, if not they are then coached in the correct proceedure to get them started in the right direction. I observe their work and tool usage note any issues or positives observed in their performance while testing. When the student has completed their Final Post Test, I will review my notes and their work sheet completed explaining the good and not so good results. They are allowed ask questions so as to understand what their grade is and how they were graded to determined their final grade. I try to re-enforce the final discussion with their learned positive values and I try to finish the Post Test on a Positive note even if they were not successful by the OEM standards.
Chuck,
Thank you for the detailed response. I specifically appreciate that you address the positives and and want the student to walk away knowing their strengths.
Ron Hansen, Ed. D.
Steven,
This is a very specific assessment process. I assume students are made aware of this throughout the program and the course. It certainly integrates the lab and lecture very well.
Ron Hansen, Ed. D.
I teach advanced diesel diagnostics where the student is expected to be compatant in basics in diagnosis and tool/equipment useage. We directly observe a student during a lab final using criteria they have used in practice labs. Can they use the assigned tools/equipment safely and as designed. Is their diagnosis correct and repair suggestions in line with the diagnosis, and did they do it in the alotted time frame.
Before begining, the task is explained in detail starting with the customer concern and all tests and results done to this point. They are then verbally asked where they intend to begin their steps, if their response is correct they begin if not I coach the student in the correct proceedure and get them started. I will then observe their work and note any issues or positives I see in their performance. When completed I will review my notes and their work sheet explaining the good and not so good.They can ask questions so as to understand what their grade is and how their was grade is determined. As I finish I make sure to tell them the positives in their work again so the discusion ends on a high note.
Students are required to complete the related web courses and participate in all lab exercises to be eligible to take the post test. The post test is typically a 30 question multiple choice test. If the student does not pass the written test they are not eligible to take the hands on portion of the post in lab. The student is given a concern on a vehicle which they must diagnose using service publications, wiring diagrams, supplied test equipment and their critical thinking skills. They must isolate the problem down to a specific component or circuit. They must also demonstrate competence in navigating a pinpoint test by recording all pinpoint test steps listed in the service publication on their paper work. If the student goes over the allowed time allotment points are deducted. If the student miss diagnoses the problem the student must retake the course in order to retake the post test.
Debbie,
Mastery is relative to the expectations of the curriculum and the course. We are providing students the skills for an entry level position. That is the mastery level expected.
Ron Hansen, Ed. D.
I teach Veterinary Technology. We have a task book for our hands on practical labs, which lists the various task(s) per term, and a complete description of how the task(s) are to be completed in a timeline. The task must be observed by an instructor in order for the task to be checked off as completed. I rarely think the task is mastered as most skilled tasks take practice. There are also variables in the task and different methods and techniques. I find this type as assessment for competencies can be subjective and challenging as an instructor.
At the end of the term we have lab practical where they are tested (either with written answers or demonstrations) on all the labs they had during the term
Katie,
Do you have an assessment tool that tracks the skills of the students?
Ron Hansen, Ed. D.
I am a clinical coordinator for a health program and it is very important that I know the skills of my students going out to clinicals. I can make sure I put the students in the right spots so they have a great learning experience.
Steve,
Involving your advisory board this frequently is great. This has to be a big help. Do the students know how often the advisory boards review the material? If not, they might appreciate to learn how relevant you keep the curriculum.
Ron Hansen, Ed. D.
We have an advisory board meeting at our training centers every 3 months. The board members include companies's owner and management team. They would evaluate our training materials and projects and make suggestions and recommendations to our curriculum. We will take their input and tailor our training to keep up with the current industry's demand.
Students will be lectured, shown videos and complete written assignments related to how to perform certain tasks to complete a project. We will design projects that required the applications of they've learn, let them elaborate on how to complete the tasks as a group then we will make suggestions to their ideas, lay out the step by step procedures and give them a demonstration on how the projects should be done in the actual shop environment.
As they are working on their individual projects, we measure their progresses using strict industrial standard in dimensional and tolerances so they'll know the level of competencies required in the field. Some of them have to remake the projects because they did not meet the required specifications.
When they successfully complete the projects, we will have them complete the inspection sheets to ensure all dimensions are within the required tolerances and have them write out in their own words the procedures, the tools and the skill set required to perform the tasks.
rebecca,
This formative approach aides the students to recognize the skills and knowledge they are acquiring.
Ron Hansen, Ed. D.
