Essential Question: What assessment will I use in my UBD Unit, and what is the purpose of these assessments? With five challenge question integrated throughout.
Many of my formative assessments will consist of self-graded activities to assess for areas lacking in understanding, self-reflection for processing, independent activities demonstrating the working process, group challenges through games such as Kahoot, and active collaborative discussion. Most my assessments tools focus on formative student evaluations allowing for opportunity for completion of an assignment, receive feedback and then be allowed to improve on identified challenges with opportunity to revisit the topic demonstrating further learning. This is followed by demonstration of expertise in synthesizing a larger summative performance assignment. This assignment is the completion of a Nursing Care Map/Plan and Medication sheet to direct care for client, review outcomes revise plan and implement once again. A standard formative test will be issued to ensure student knows specific language for safety measures in care. I believe that when we are able to tap into a student’s strengths and creativity they are able to expand in a more comfortable environment. This also encourages students to think deeply on the topics as hand and how to morph the ideas into a creative tool of learning. Often rubrics are rigid and do not allow for creativity as part of grading. As nurses, we are challenged on daily basis to be creative and problem solve. Young created a rubric tool that takes creativity into account and allows a tool for effective assessment (2009). I was greatly challenged to think bigger than traditional quiz and test assessments by the article provided “Who’s Cheating Whom?” by Kohn (2008). Shores & Chester call it the “gottcha” tool idea that constant assignments with “punishments” aka points/grade associated and no room to revisit and revise made an “Ah Ha” moment in my mind (2009). I reflected that I have a significant challenge with staying engaged with learning when numbers continue to build negatively toward my grade with every step I take. My goal is to encourage students to learn, revise and revisit without penalty to encourage students to maintain desire to learn in a safe supportive process working toward a summative assessment. Open assessments can allow students to synthesize thoughts in own words however it can also be challenging to know what direction the teacher is leading. Many of my assessments are open response with exception of the detail oriented scientific language that must be identified to allow for understanding of medical documentation and orders. I believe that open response allows students to see things from different perspectives. I often follow open ended responses with peer to peer discussion allowing different viewpoints to be explored. Grading criteria is transparent through pre-created rubric for summative project of Nursing Care Map/Plan and medication sheet. Further I will be creating a rubric for clinical daily experience which will allow for student ability to know expectations for daily clinical expectations and allow development of clinical decision making (White, 2014). This allows students to strive toward success in patient care. Expectations of the rubric will help to create a continued learning environment in the clinical setting. Students will also be asked to self-evaluate in regards to rubric. My assessments lean heavily on the low-stakes side of the continuum with intention to allow students -to explore all parts of the final high-stakes assignments and client care. Intentional low stakes assignments are for gaining confidence through trial and error. Goal is for students to find decreased anxiety and confidence in completing final summative assessment. Overall I have gained a new view of our educational system and some strong linear learning processes that cause discouragement to both teachers and students (Wheatley, 2015). Also, enlightenment related to the assessment process and new ways for assessing students learning. These new processes can help to decrease anxiety and improve confidence in student outcomes. Although the basis of all learning starts with a student’s desire to learn decreasing anxiety that can diminish students desire can promote a new love of learning new things. References Wheatley, K. F. (2015). Factors that perpetuate test-driven, factory-style schooling: implications for policy and practice. International Journal of Learning, Teaching and Educational research, 10(2). Retreived from http://ijlter.org/index.php/ijlter/article/view/261 Kohn, A. (2008). Who’s cheating whom? Phi Delta Kappan. Retrieved from http://www.alfiekohn.org/article/whos-cheating/ Shores, C., & Chester, K. (2009). Using RTI for school improvement: Raising every student’s achievement scores. Chapter Two: Selecting and Implementing Ongoing Assessment. Thousand Oaks, Calif: Corwin. Retrieved from http://egandb.uas.alaska.edu:2095/ehost/ebookviewer/ebook?sid=80d94a97-e145-4944-b4a5-ad4f43ac5848%40sessionmgr104&ppid=pp_34&hid=114&vid=0&format=EB White, K. A. (2011). The development and validation of a tool to measure self-confidence and anxiety in nursing students while making clinical decisions (Order No. 3475462). Available from ProQuest Dissertations & Theses Global. (900451675). Retrieved from http://search.proquest.com.proxy.consortiumlibrary.org/docview/900451675?accountid=14473 Young, L., P. (2009). Imagine creating rubrics that develop creativity. The English Journal. 99(2). National Council of Teachers of English URL: http://www.jstor.org/stable/40503364
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Rachelle White
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