The subject matter is broken down into sections each section has lecture, lab sheets to be completed by task, & a written test, with a final lab & written test to combine all sections
Joel,
This provides a detailed approach. Thanks.
Ron Hansen, Ed. D.
During a three week course, we give examples of the procedures and specific instruction on the order of task completion and then give multiple assignments based on the model with printed guide. At the end they have to have one completed and the assessment is done based on the very guide they have been repeatedly had the opertunity to use before the final test.
Brian,
Move your assessment into the lab environment. Paper tests address memorization. You want to SEE that the student has mastered a skill.
Ron Hansen, Ed. D.
We use a multiple choice question test but,I don't feel that this is be best way to measure there comprehension. Given the limited time though, it may be the best way for now.
Wilmer,
How do you do that? What are the policies and procedures in place to assure it is going on?
Ron Hansen, Ed. D.
In order to know what is needed in the field the student is going to work in we as educators need to maintain contact with the industry to know what skills are required.
Skills check off through demonstration, focus on critical safety elements.
Mark,
A detailed approach for sure. The case presentations are probably a great review tool.
Ron Hansen, Ed. D.
Being an instructor in an Imaging Lab, the students have to be both knowledgeable (book smart)and have the adequate skills required to perform their task satisfactorily. We use the outline planned out by the school for the road to success.
Good quality images are a big part of the learning practice. Their images are handed in an gone over on a one on one basis for interpretation & diagnosis quality.
First they work under my guidance only and then move into a clinic environment also.
Clinical hands on competencies must be completed. The students must complete the required hours as determined by the school and accrediting bodies. Weekly checklists of their competencies are kept in a log book and their progress documented. I look at the log to see how I can be of help in lab at the school.
Different approaches are used to develop their hand/eye coordination. I recorded this information in a log to be compared at a latter date.
I make them do Case study presentation and discussions.
I like when the students give a case presentation to their classmates under my supervision. Feedback is given at that time.
I also get feedback from all of the students site instructors on the students progress. This helps me even more in determining student competencies.
Francis,
A well thought out and detailed assessment tool. Having the three options certainly helps to assess critical thinking.
Ron Hansen, Ed. D.
I teach a Hydraulics fundamentals class where through the course we learn about the theory of operation, Schematic diagrams, troubleshooting and diagnostics of common basic hydraulic circuits. one of my observations is based in a written scenario that the students are to read design and assemble a circuit utilizing the components and theory they learned. there are three ways to complete the project correctly and they must choose one of the three different ways to accomplish the task. This approach allows me to observe their critical thinking their hands on ability and their cooperative learning since this project typically involves whole group effort.
Yes, the guidance and feedback comes during workstations when they are performing hands on learning, and when the workstations are completed we review the material again.
John,
The students receive guidance and feedback on their way to each final?
Ron Hansen, Ed. D.
Our students have to demonstrate that they can do what we were learning in class by completing a lab final. There are many different finals throughout the courses but they all are based off of what the students will be doing in the field.
If they can't pass they are not ready to enter the field.
Fallon,
Is this also reflected in feedback provided by the representatives working at the externship site?
Ron Hansen, Ed. D.
While on a student's externship I do on site assessments twice a semester; once at the beginning and once at the end. This way I can determine how far they have excelled during the time at their clinical site.
Pierre,
The rubric helps remove any gray areas and sets up proper student expectations.
Ron Hansen, Ed. D.
As a pastry chef I give their rubric prior to administer their practical to let know which criterias there will be graded upon . Obviously to evaluate properly it is always challenging to be fair and balance and objective to each of them.My approach is a combination of application of foundation and technical skills based that particular project. I also noticed that self-assessment to student open up awareness to question themselves about their work and most of the time their own critics are correctly adressed according their performances.
Pierre,
Try a checklist that can be reviewed throughout the lab.
Ron Hansen, Ed. D.
