free powerpoint templates page 1 free powerpoint templates performance assessment
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Free Powerpoint TemplatesPage 1
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PERFORMANCE ASSESSMENT
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DEFINITION
• Performance assessment is a type of assessment that requires students to actually perform, demonstrate, construct, and/or develop a product or a solution under defined conditions and standard.
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Levels of Performance
• Skill Acquisition• Skill Competency• Skill Proficiency
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NATURE OF P A
PERFORMANCE
COMPETENCE
KNOWSKNOWS HOW
SHOWS HOW
DOES
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DIFFERENCES BETWEEN TA AND PA
TRADITIONAL ASSESSMENT
• Curriculum drives assessment
• Contrived• Selection of
response
• Recall/recognition• Teacher structured• Indirect evidence
PERFORMANCE ASSESSMENT
• Assessment drives curriculum
• Real life• Performance of
task• Application• Student
structured• Direct evidence
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CHARACTERISTICS OF PA
• HIGHER ORDER THINKING• AUTHENTICITY• INTEGRATIVE• PROCESS AND PRODUCT• DEPTH IN PLACE OF BREADTH
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ELEMENTS OF PA
• A PERFORMANCE TASK
• FORMAT
• PREDETERMINED SCORING SYSTEM
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STEPS IN CONDUCTING PA
1. Define the purpose2. Choose the activity3. Defining the criteria4. Create performance rubrics5. Assess the performance6. Provide feedback or remedial
teaching
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USES OF PA
• DIAGNOSTIC• INSTRUCTIONAL• MONITORING
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TYPES OF PA• ORAL INTERVIEWS• PROJECTS• EXPERIMENTS/DEMONSTRATIONS• PAPER AND PENCIL TESTS• PORTFOLIO• OSCE• OSATS• DOPS
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RUBRICS
• A rubric is a scoring tool that is used to evaluate student work or performance
• Can be used to evaluate AND educate
• It is a quality continuum
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Checklist Vs Rubric• Checklists do not have
judgment of quality.• Checklists can only be used
when “present or absent” is a sufficient criterion for quality.
• Rubrics include descriptors for each targeted criterion.
• Rubrics provide a scale which differentiates among the descriptors.
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PARTS OF A RUBRIC
S ta nd a rd s o f E xce lle n ce C rite ria In d ica to rs
R u b ric
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COMPONENT OF RUBRIC
• TASK DESCRIPTION:Eg; VALUING HUMAN BEINGS
PROFESSIONAL NURSING PRACTICE
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STANDARDS OF EXCELLENCE• Degrees of quality.• Even number.• Language or numbers.• Weighting. Eg., novice, advanced beginner,
competent, proficient , expert dependent, novice, assisted,
supervised, self directed0 1 2 3 4 5
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CRITERIA• The specific areas for
assessment.• Focus areas for instruction.• Clear and relevant.• Age appropriate.• Form and function represented.Eg; Enhances the dignity,
individuality and self esteem• Provides nursing care in a safe
environment
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INDICATORS• Descriptors of level of performance for
the criteria.• Clear, observable language.• Clear to the learner.• Examples for learners.Eg; Informs and educates
individuals about their rights Seeks consent of individuals after
giving adequate and factual information
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STEPS IN DEVELOPMENT OF RUBRIC
• Reflecting• Listing• Grouping and labeling• Application
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Rubric Development: Reflecting• Reflect on the outcomes of the activity• How does the activity relate to what
you want students to learn?• What skills, knowledge, or attitudes
will students need to develop to accomplish the activity well?
• What evidence would students need to provide to complete the rubric?
• What are your highest/lowest expectations?
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Rubric Development: Listing• List the outcomes that this activity
should foster• This is a brainstorm, you can
evaluate the items later
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Rubric Development: Groupingand Labeling Dimensions
• Group similar or related performance outcomes to create dimensions
• Develop a label for each dimensions
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Rubric Development: Groupingand Labeling Levels
• Then, draft a description of each level of performance you expect for each group of outcomes
• Start with the highest level, then lowest level, and then middle level(s)
• Label the levels for your scale
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Rubric Components: Scale Levels
• Exemplary, proficient, marginal, unacceptable
• Distinguished, proficient, intermediate,novice
• Accomplished, average, developing, beginning
• Excellent, good, developing• 1, 2, 3,
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Rubric Development: Application• Transfer the list and groupings to
the grid• Revise as needed
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Types of rubric
• Holistic: Views product or performance as a whole; describes characteristics of different levels of performance. Criteria are summarized for each score level.
• Analytic: Separate facets of performance are defined, independently valued, and scored. Facets scored separately
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• 3 - Excellent Researcher– included 10-12 sources – no apparent historical inaccuracies – can easily tell which sources information was
drawn from – all relevant information is included
• 2 - Good Researcher– included 5-9 sources – few historical inaccuracies – can tell with difficulty where information came
from – bibliography contains most relevant information
• 1 - Poor Researcher– included 1-4 sources – lots of historical inaccuracies – cannot tell from which source information came – bibliography contains very little information
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Variations on a Themes
• Use check boxes for elements of levels to speed process
• Circle applicable elements in the description
• Rubric with check boxes• Rubric with circled elements• Scoring rubric
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How does rubrics help?
• It is a feedback system for students to judge a product or performance.
• It is a feedback tool for teachers to provide clear, focused coaching to the learner.
• It is a system that promotes consistent and meaningful feedback over time
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Issues in rubrics
• Special populations.• Applications for teaching “criteria”.• Developmental rubrics.• First and second draft.• Consistency across grades/departments.• Changing tasks.• Weighting for grades.• Report cards.
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Tips for good rubrics• Use as many generalized rubrics as
possible.• If using pre-designed rubrics carefully
consider quality and appropriateness for your project.
• Aim for concise, clear, jargon-free language
• Limit the number of criteria, but• Separate key criteria. • Use key, teachable criteria.• Use concrete versus abstract and
positives rather than negatives
• Use measurable criteria
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Tips for good rubrics
• Aim for an even number of levels– Create continuum between least and
most– Define poles and work inward– List skills and traits consistently across
levels• Include students in creating or adapting
rubrics• Consider using “I” in the descriptors
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OSCE»OObjectivebjective
»SStructuredtructured
»CClinical linical
»EExaminationxamination
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Objective: without bias. Use of checklist and training of
examiners ensures objectivity.
Structured: organized in a standardized way.
Clinical: the examination entails the clinical aspects of an
health worker.
Examination: An examination that declares
those who are competent to handle patients.
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WHAT IS AN OSCE?
• Evaluation tool that allows people to be observed performing in many different clinical situations on tool that allows people to be observed performing in many different clinical situations
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PERFORMANCE
OSCE
• E combines• Multiple observations• Standardization of content• Range of difficulty
• OSCE combines• Multiple observations• Standardization of content• Range of difficulty
KNOWS HOW
KNOWS
SHOWS HOW
DOES
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KNOWS
KNOWS HOW
SHOWS HOW
DOES
Pro
fess
ion
al A
uth
enti
city
Knowledge
Skills & Attitudes
Miller et al., 1990
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Goal of an OSCE
Help in the learning process of students
Produce competent health workers
Research and staff development.
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SKILLS ASSESSED IN OSCE• interpersonal and communication skills• history-taking skills, physical
examination of specific body systems, mental health assessment
• clinical decision making, clinical problem-solving skills
• interpretation of clinical findings and investigations
• management of a clinical situation, including treatment and referral
• patient education , health promotion, acting safely and appropriately in an urgent clinical situation.
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Station
• This is the region where the skill is demonstrated by the candidate
• The observer checks () against the skill shown in check list.
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Station
OSCE test design
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CarouselCarousel
Station 1Station 1Station 2Station 2 Station 3Station 3
Station 4Station 4
Station 5Station 5Station 6Station 6Station 7Station 7
ININ
OUTOUT
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Observer sheet
Skill: giving injectionSkill: giving injection Yes Yes NoNo
1. Greets patient 2. Explains procedure3. Assembles equipment4. Withdraws Medicine and expels
air5. Swaps the correct area6. Inserts needle horizontally and
gently7. Propels medicine
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Weight of skills
A mark is always provided against any correct maneuver.
However some (parts of) skills must be given more weight because of their importance!
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Scoring the skill
• Tick behavior if adequate performance is observed
• Count the total score as indicated
• Divide the total score obtained against the total possible score FOR 100
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Practical organization of OSCE
• The number of students to be assessed?
• The available staff members• The available workspace,
accommodation & equipment
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Step 1Step 1
Organisation of OSCEOrganisation of OSCE
Step 2Step 2
Step 3Step 3
MonthsMonths
WeekWeek
DayDay
Initiation and basic preparation
The Week- & Day-Before Tasks
The Day-Itself Tasks
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Step 1 monthsStep 1 months
Set dates of the OSCE Date(s) Staffing Observers Students Class
Test Subjects Facilities Rooms
Manikins Attributes
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Step 2 weeksStep 2 weeks Identify the Stations Number of stations
Skill in each station Design Observer Sheet
Consent on grading Pass mark Failure allowed?
Secretarial Tasks Announcements
Roster design Task distribution
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Step Step 3 days3 days Are all students involved properly
informed? Suspension of all classes, practicals etc? Is administration fully informed ? Are all OSCE staff members committed to
their tasks?
Organise the SET of the OSCE• Station Rooms, Requisites, Manikins,
Waiting Rooms• Security of the Content of the Stations
Final rehearsal & briefing of observers Programme in minute detail is distributed
THE DAY BEFORE OSCE
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Typically… •5 minutes most common (3-20 minutes) •(minimum) 18-20 stations/2 hours for adequate reliability •Written answer sheets or observed assessed using checklists •Mix of station types/competences tested •Examination hall is a hospital ward •Atmosphere active and busy
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OSCEs – reliable
• Less dependent on examiner’s foibles (as there are lots of examiners)
• Less dependent on patient’s foibles (as there are lots of patients)
• Structured marking• More stations … more reliable• Wider sampling – clinical, communication
skills
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OSCEs – valid
• Content validity – how well sampling of skills matches the learning outcomes of the course
• Construct validity – people who performed well on this test have better skills than those who did not perform well
• Length of station should be “authentic”
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Patients in OSCE
• Standardized patients:Persons who are trained to portray scripted patient presentations accurately and consistently across many encounters
SP encounters are credible and reliable
• Real patients
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Implementation
•At each station, the person being assessed completes notes about the SP
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Implementation•The scores from multiple informants across the stations or tasks are combined by the assessors to reach a final outcome determination
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Role of Examiners - YES•Observe the performance of the trainee at a particular task•Score according to the marking scheme (get practice at marking)•Contribute to the good conduct of the examination
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Role of Examiners - NO•Re-write the station•Interfere with the SP’s role•Design their own marking scheme•Teach
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Practical considerations • Single rooms/hall with partitions• One rest for 40 minutes of assessment • Floor plan• Ideally each station – same duration • Signs• Floor map• Stopwatch and bell • Catering • Transport• Pay• Acknowledgement
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Strengths•Measures clinical competence cross-sectionally using standardized means•Focuses on observable behaviors•Enables fairer peer comparison
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Strengths•Allows for assessing complex competencies without endangering patients’ well-being•Encourages a collaborative assessment approach•Has the potential for peer feedback and assessment
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Strengths•Has been extensively researched and found to be valuable for summative assessment•Provides valuable information for curriculum review
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Do’s of OSCE for examiners• Check the name of the candidate
when they enter the station• Make yourself familiar with the
contents of the station prior to starting
• Arrive at least 30 mins before the start of the OSCE
• Make yourself familiar with the marking scheme for the particular station
• Follow the instructions and marking scheme. Do not deviate from this.
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• Take account of student appearance/dress.
• Keep to the timing for the station
• Establish if a student has finished the station
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Don’ts for OSCE examiners/students• Take up time with introducing
excessively • Ask the candidate additional
questions to those in the instructions
• Interrupt a candidate when they are talking
• Be afraid to ‘fail’ candidates• Give feedback to candidates on the
how well they have done on the station.
• Show a candidate their mark at the station
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Don’ts for OSCE examiners/students
• Use a mobile phone whilst at the station
• Write anything down before the end of the station
• Ask candidate about how they did in other stations
• Talk to the simulated patient in an inappropriate manner
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Challenges• Is challenging to create and administer• Is labor intensive• Is costly
•Only cost-effective when many individuals are examined at one administration
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Challenges• Requires high demand of other resources
• SPs• Assessors• Time commitment •Physical resources
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Challenges•Doesn’t provide longitudinal assessment • Doesn’t adequately tap complex skills requiring integrated professional judgment
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Conclusion
• Performance Assessment may not be the panacea for all the ailments afflicting the evaluation system in the nursing profession. But it does give a sense of direction to the meandering evaluation system which has a tendency to focus more on the knowledge aspect of nursing. Nursing faculty need to wake up to this reform which is consuming the western nursing world so that we are on par with any other nursing professional in this world.
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