When they understand assessment guidelines, they usually focus their task learning in that direction. I do not stand over their shoulder to make sure they are performing the task, but am readily available should they have any questions or concerns. They also know I am observing even if it appears to them I'm not. I have a fair amount of success using this approach because a large part of the responsibility is on them. This same approach is taken by an employer, which afterall, is where they ultimately want to be; employed!
Steve,
The questions provided give a good idea of how you are assessing the students. If the students are aware of how they will be assessed it helps them to focus their learning.
Ron Hansen, Ed. D.
When assessing a task based competency, it becomes very simple; can the student perform the task?, how well did they do it?, how long did it take for the student to finish?, and how often did they ask for help or guidance? As an instructor, the task needs to be laid out clearly with a general time frame, based on general idea of student's ability and task complexity, clear expectations of the task, and all the materials and tools needed at the student's disposal.
It is crucial that students will develop as quick as possible full competency in their field in order to hone faster their skills and be competitive for the outside work force
It sets a clear standard and places the responsibility on the student to take ownership of their learning. If they know what the expectations are they can't rely on others to perform the work for them.
Tammara,
Does the checkoff sheet have room for comments with each competency?
Ron Hansen, Ed. D.
Competencies allow you to take your planned course of instruction and make sure students are proficient in each of the areas. I have a checkoff sheet that the students must complete before they take the final competency check off. This gives them sufficient practice of the skills and me the opportunity to observe and critque their skills.
Caro,
The interpersonal skills are so important in a customer facing industry such as allied health. base don some of my research providing scenarios is a great help in developing interpersonal skills in students.
Ron Hansen, Ed. D.
Because the allied healthcare field has entry level competencies that employers expect all employees to master, these competencies need to be included in the planning and teaching of clinical skill courses.
One of the important features in preparing and determining competencies is to expect more than the most basic skills from your students. This includes "soft" people skills as well as performing the particular "hard" skills required for the position. Multiple tools may be used to teach and assess students' soft and hard skills. Verbal, visual and participitory interactions centered around the courses competencies ensure that students gain the skills that they need to succeed on the job.
Ulises,
Yes, the competencies can clearly make it easier to set student and instructor expectations.
Ron Hansen, Ed. D.
Using Competencies as a foundation makes planning easier and more effective because there are clear goals that the student must reach. Once core competencies are identified (major goals) a plan can be put in place and a curriculum can be developed with clear direction. Teaching can also be better tailored once clarity for what needs to be taught is established.
Kimberely ,
Are guidelines provided for the skills presentation?
Ron Hansen, Ed. D.
Skills competency are very important. Before a student is placed in a clinical setting he/she is required to perform a skills presentation before a board prior to being recommended for clinical. The students participate in lab through out their schooling but they are still required to perform a skills presentation without any coaching or guidance. Feedback is offered after the skills presentation. The presentation allows instructors to see if the student requires work in certain areas before being placed in clinical.
Kimberly,
Have you found any ways to carry that over to the didactic portion of the course(s)?
Ron Hansen, Ed. D.
I really like the fact that my students can apply their competencies (hands-on) in their lab classes, it gives them a real office/patient setting.
The length of time is about 45 minute.
But students with higher level of competency can finish the same task in 10 - 15 minute.
Amer,
Thank you for your detailed post. Is there an expected length of time for students to finish all the tasks?
Ron Hansen, Ed. D.
Competency-based education / assessment
In my field of (CNC) Computer Numerical Control.
Students must reach a level of competency in order to progress to the next modular. The assessment encompasses safety procedures, as well as, a clear understanding of how to achieve specific objectives on the (CNC) machine. This is accomplished by providing daily lesson plans and objectives, which are clearly posted both on the classroom white board and in the shop area. These objectives includes but not limited to how to power on the machine. As an instructor, I am watching the students to make sure they are observing the messages, which are displayed on the C.R.T. How to prepare the machine to receive and send a program from the main computer? Therefore an assessment to each student skills sets must be measured during the class on the CNC machine as well as at the end of the class. The assessment is done one on one to insure privacy. I include the following set of assessment questions for two machines the CNC mill as well as the CNC lathe.
Basic Module #4 C.N.C. Milling Machine Skills Check List
Student _____________Class ______Date _________
# Haas Mill Pass Fail
1. Turn on the Haas CNC mill.
2. Send machine to home position, and set the door/safety switch override.
3. Remove tool from the spindle and replace manually.
4. Change tools using the automatic tool changer.
5. Use MDI mode and set RPM to 2500, then turn spindle on and off.
6. Turn spindle on and off manually.
7. Send machine home in MDI mode.
8. Load tool carousel using ATC FWD & ATC REV option.
9. Set the G54 work offset in X & Y to the upper left corner of the part.
10. Set the Tool Length Offset.
11. Indicate a hole to find the center. Set X=0 & Y=0 to center of the hole.
12. Load a program into the memory of the Hass Mill.
13. Shut down the Haas CNC Machine.
CNC LATHE
1. Turn on the Haas SL-20 Lathe control.
2. Send the Lathe to its machine home position.
3. Manually remove all offsets from the control..
4. Load a part into the chuck.
5. Set the “Z†face offset.
6. Set the “X†diameter offset.
TOOL ROOM LATHE
1. Turn on the Haas Tool Room Lathe and send home.
2. Clear all offsets.
3. Find the input screen for parting off.
4. Find the input screen for internal boring.
Instructor’s Signature ________________________________________
Stephanie,
The Ah-Ha moment comes at different times for students. It is great when you are there to witness it.
Ron Hansen, Ed. D.
Competencies add value to your instructional planning and teaching by allowing you to see your students put into practice what you have taught them, not only is it a rewarding moment for the instructor to see the student complete the task, but it is also a rewarding moment for the student to be able to do the "hands on" work they have been taught. The other value is they create the "AH-HA" moment for the student to have a full understanding of what the instructor has been teaching them.
Stephanie Bernard
