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Assessment and Evaluation Strategies Learning - Essay Example

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Introduction: This is a hybrid learning program that combines face-to-face and on-line interaction between the students and educators (McFarlin, 2008). The students attend the first and last class of each course in a class room and log on to the on-line sessions in between. The…
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Assessment and Evaluation Strategies Learning HANDOUT Introduction: This is a hybrid learning program that combines face-to-face and on-line interaction between the students and educators (McFarlin, 2008). The students attend the first and last class of each course in a class room and log on to the on-line sessions in between. The students move through the program in learning groups.
In this session assessment and evaluation strategies for FlexNet new health staff orientation course will be discussed. The first class that will happen in the class room will discuss the healthcare related confidentiality issues including HIPAA. The outcome that has been decided is that the learners will be able to relate to the need to maintain client confidentiality and the need to maintain confidentiality of organizational information to work-related situations. They will also be able to identify various types of work-related harassment and the consequences of such actions. The two weeks of online training has used online power point presentations, animations, and flash presentations to teach these issues, where students of various ethnic backgrounds and various experiences have interacted. Now the idea is to create a strategy to evaluate and assess the learning. The assessment process must consider students like Joe Antone, a member of the Pima Indian Community, who is experiencing work in the healthcare environment for the first time.
Comparison: Two assessment methods that can be used in such programs are quiz and self-test questions. In this program, while going through the course, the students will come across the self-test questions, without attempting which no student can go into the next section of the teaching. Thus this becomes mandatory for each and every student to attempt these tests. Moreover, suitable software can be used to add a navigable menu and search function, where the students can search the answers from the module and answer it. Each student can get two chances. At the end of the session, there would be a quiz of multiple choice type questions, where the learner would have one chance to answer it. Leads in the form of images can be incorporated in the quiz, and the learner can post the answer to the tutor (Benjamin, Robbins, Kung, 2006). While the first one assesses the knowledge in steps throughout the module, most learners can get 90 to 100% with the use of search function. The last one gets a summative assessment of overall conceptual knowledge, and it can grade the results both in percentages and pass-fail methods (McFarlin, 2008). This could be also a method for Joe Antone by first evaluating his access and then helping his online connectivity.
On an individual basis, the above systems are appropriate. For evaluation, all the components of the training and training materials can be evaluated on line. This is a better method since the student can freely provide his opinions without being biased by the instructor. Alternatively, an evaluation form can be created which the students may fill at the end of the course. This method although inferior can be designed in such a manner that unbiased evaluations are reflected through grading and rating methods (Eastern New Mexico University, 2001).
The best method to assess individual learning activity quiz is the best method since the student has the opportunity to prepare for in-class lectures by watching online lectures in a self-paced format. (Benjamin, Robbins, Kung, 2006)
While in a group, the students will be asked to answer basic knowledge questions that were related to the lecture that they had just heard. Even though the students fail to answer the clicker questions, they can be motivated to do better in the class room setting (Graham, Cagiltay, Lim, Craner & Duffy, 2001).
In the clinical setting, the best method is to take an example from the clinical scenario, and the students may be asked what they would do in such a case. This would examine their practical skills in the clinical area, which is of utmost importance as a healthcare worker. Evaluations may be available by direct questioning (Henderson, 2001).
In the classroom setting, when the students are in a large group, they can be given written questions of multiple choice type and scenario based questions that would assess their higher order thinking skills. Evaluations are available through rating printed questions (Henderson, 2001).
In the asynchronous learning class discussion, the aim is to provide learner-instructor and student-student dialogue and also to promote student’s metacognition skills. This also promotes critical thinking and active learning. Since it is a dialogue, this always favors instant assessment and feedback where both the student and the teacher can implement continuous quality improvement process (Henderson, 2001).
Reference List
Benjamin, S, Robbins, LI., Kung, S., (2006). Online Resources for Assessment and Evaluation. Academic Psychiatry; 30:498–504
Eastern New Mexico University, (2001). CYBER CATS: Classroom assessment techniques administered and reported via the internet. Retrieved November 26, 2008, from http://www.enmu.edu/~smithl/Assess/classtech/cat.htm
Graham, C., Cagiltay, K., Lim, B., Craner, J., & Duffy, T. M. (2001, March). Seven principles of effective teaching: A practical lens for evaluating online courses. The Technology Source. Retrieved November, 26, 2008, from http://technologysource.org/?view=article&id=274
Henderson, T. (2001). Classroom Assessment Techniques in Asynchronous Learning Networks. The Technology Source, September/October 2001. Available online at http://ts.mivu.org/default.asp?show=article&id=1034
McFarlin, BK., (2008). Hybrid lecture-online format increases student grades in an undergraduate exercise physiology course at a large urban university. Advanced Physiolgic Education. 32: 86–91, 2008; Read More
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