Student Assessment
As an instructor for special fx makeup i mainly use the competency based method, i am able to assess students competency by visual assessment of the makeup applications they have been trained to apply and the assesment of the students knowledge of the materials used. Before application each student is given hand-outs that include materials used, application instruction and illustrations followed by a live demonstration of the makeup application. Each student then practices the technique on models. A 10 question written test is then given to help reinforce the techniques and materials used. At the end of each week a practical makeup application test is given. At this point i am able to determine if the student has the competency required in the field or if they need to work on their technique and skill level to enter the feild of professional makeup artisty. Art may be viewed as a feild where beauty is in the eye of the beholder however an artist must have knowledge of materials used and the steps of application to acheive a comprehensive makeup acceptable to be "shot" or "camera ready".
How do you determine if your students have acquired the competencies required in the field for which they are training?
Jeff,
Hopefully the hands on are weighted more than the exams.
Ron Hansen, Ed. D.
shelina,
Are the competencies grouped together in any fashion?
Ron Hansen, Ed. D.
Teaching a course on Advanced Electrical Diagnostics, we've employed several different types of assessment. During a three week time period we use short multiple choice exams, followed by a longer essay exam at the end. During the course students are also required to complete various hands on assessments both individually and as a group. This gives us the best possible combination of retained knowledge and technical ability.
For each class there is a list of competencies. Some courses have 15 others towards the end of the program have over 20. Each one is weighted based on skill needed to perform and were created based on ABHES standards for the program in which they are taught. For the MA program which I am the lead instructor for our comps vary from answering a telephone to giving an injection after calculating a dosage based on weight. Each student is informed prior to the comp the expectations and are shown the proper way to perform and allowed to practice as needed prior to being graded on their actions.
MARISSA,
You have probably found the performance assessment to be a much better indicator of student outcomes than a quiz.
Ron Hansen, Ed. D.
In order to determine if students have acquired the competencies, I give quizzes and tests at various points during the course and grade them. I also let them perform the competencies in my presence. I watch each step of the procedure and assign a certain number of points for each step performed correctly. If a step is performed partially correct, I assign one point, and if it is not performed correctly, and if not performed correctly, I assign no points.
Robert,
Assessing the critical thinking and problem solving truly reinforces the learning.
Ron Hansen, Ed. D.
I also instruct automotive courses mainly in the area of driveability diagnosis, fuel and ignition control, and emissions. We have classroom lecture time with testing throughout the course on the different sections of the course. Along with each section of the course there are related labs in which the student has an instructional lab sheet which must be followed step by step using the appropriate equipment and industry approved procedures and safety practices. The results are then recorded by the student on the paper. The activities in the lab are observed and the student is asked questions about what he learned in the classroom if he appears to be straying away from the proper methods. At the end of the course, the student is tested on his ability to combine all the skills he learned throughout the course and using these and his critical thinking skills fully and acurately diagnose a problem on an actual vehicle which has been prepared for his task. This test is graded by evaluating not only his end result, but also his strategy for finding it, his steps for proving it, and the accuracy of how those steps were recorded.
Lynn,
Rubrics help so much. When students know the expectations they know what to do.
Ron Hansen, Ed. D.
Students are required to perform the skills learned. Assessment is based on knowledge of the process as well as skill in performing a task. Assessment begins with set-up (i.e. did they gather all of the necessary supplies prior to starting) and ends with the completion of a task. Students are given a rubric ahead of time so that they are aware of what the instructor is specifically looking for during their assessment. Most clinical/laboratory tasks are scored so that the student knows whether they have not met/have met/exceeded minimum competency.
My students are required to be able to diagnose a fault in a electronic controlled system using a scan tool and a volt meter. With the skills that they have learned during the course, they should be able to diagnose the fault with little or no help. This is a pass or fail hands on lab final.
Kenny,
Grades are often not the best reflection of a student's knowledge. While this may be what we do for final course grades not using grades along the way focuses the students on developing the skills.
Ron Hansen, Ed. D.
My advanced auto classes have many oportunities to practice course related skills, they do not accumlate any grade points through out the course.
When they complete a task i review over the task as soon as they are completed to make sure they have a full understanding as well as if they have made critical errors we can correct them ASAP. I then ask them "what was the lesson you learned from this task?" This works out well as you catch them with any questions they may have.
Julia,
How do you assess for each of these skills?
Ron Hansen, Ed. D.
I teach graphic design lab.. my requirements for competency are somewhat subjective. Mainly with projects they have to prove proficiency in learned technology .. but they also have to show an ability to think creatively and aptitude for concept development and the creative choices they made, along with the technical software proficiency.
Donald,
While you observe ask them questions about what they are doing and why.
Ron Hansen, Ed. D.
I do the same thing.when they complete the task as a group, I observe them carefully to make sure they understand the task(s) not just going through the motions. I tell them just doing the work without underststanding why is not fully going to help them in the field.
Andy,
What works best? What is the least effective?
Ron Hansen, Ed. D.
