Get Your Students Hired
This is a general discussion forum for the following learning topic:
Teaching in the Lab and Shop Environment --> Evaluating Student Progress
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Rubrics are a very helpful way to evaluate student performance. It also allows them to have a fair metric to which they can measure their own performance.
When you are working on your grading rubric, the expected outcome for the assignment should be clear to the students.
I use in class demonstrations, videos, and shop/lab demonstrations/student assignments to get a student group to the point of assessment. I try to cover all the bases, so no one gets the short straw. Grading within a rubric on my part is assistted by knowing the student's total ability.
lab assessments can be challenging but are the best for education. many students struggle with the large amount of knowledge expected. clear guidelines help reduce confusion, anxiety, and unpreparedness.
Most of my formative assessments are simply questions and discussion during lectures and/or questions at the end of the session to make sure we covered our learning goals, but I have thought about having a short time during the class where they can reflect on what they've learned and discuss during the session. We essentially do have some competency-based assessment where they work together to practice certain sections of written assignments they turn at the end of class (essentially a portfolio).
Learning to assessing each student and reading the room can help with student's retention levels.
Competency-based assessments in my field and class setting is done through "affective assessment", labs with worksheets to be graded on their knowledge of such. Utilizing different assessments give the instructor and students a clear understanding of course content retention.
Evaluation can be a struggle for me. I tend to be a little off rubric with my evaluations. I need to be more consistent with my evaluations for an educational environment. I am at times a little soft on evaluations due to a student's "situation". Especially when I "know what they mean".
Using rubrics in a competency based shop setting allow teachers and students to focus on many different skills that align to the three domains of Bloom's. Assigning descriptor and points gives students an understanding of the expectations and provides the students with feedback on their progress.
Utilizing the rubric to objectively grade and allow students to anticipate their grades.
In this module I learned that assessing students understanding plays a big role in being able to apply the learned knowledge of the material
In the Evaluating Student Progress module, I learned about the importance of using a variety of assessment methods to obtain a holistic view of each student's understanding and growth. This approach ensures that evaluations are comprehensive, reflecting not just content mastery but also critical thinking, application skills, and personal progress over time. I found the emphasis on formative assessments particularly valuable, as they allow for ongoing feedback and adjustments in teaching to meet students' needs.
One key takeaway was the significance of clear, specific criteria for assessments. By developing well-defined rubrics and sharing them with students, I can help them understand what is expected and how they can succeed. This transparency promotes a sense of ownership in students, encouraging them to focus on achieving specific competencies rather than merely completing tasks.
Additionally, the module highlighted the importance of incorporating self-assessment and peer feedback. These methods not only foster reflective thinking but also encourage students to view learning as a collaborative process. I plan to implement regular self-assessment check-ins where students can evaluate their own progress toward learning objectives, allowing them to identify areas for improvement.
I’m also interested in using more authentic assessments, where students demonstrate their learning through projects or presentations. These assessments provide opportunities for students to apply their knowledge in real-world contexts, enhancing the relevance of what they learn.
Engaging with my peers in this discussion will be helpful to see how others are managing challenges with diverse assessment strategies, especially when addressing different learning styles and paces in the classroom. Through these exchanges, I hope to gain further insights into balancing various forms of assessment to provide both meaningful feedback and fair evaluation for all students.
Evaluating Student Progress: Reflection and Application
In this module, I learned the importance of using a variety of assessment methods to gain a comprehensive understanding of student progress. Formative assessments, such as quizzes, reflective activities, and real-time feedback, help monitor students' ongoing understanding, while summative assessments provide insight into their cumulative knowledge and readiness for practical application. The module also highlighted the value of clear, constructive feedback to guide students toward improvement.
To apply this, I plan to integrate a mix of formative assessments in my courses to track progress consistently. I will provide timely, specific feedback to help students identify strengths and areas for growth. By using these strategies, I aim to create a supportive learning environment where students can confidently build and refine their skills.
Competency-based learning can be hard to evaluate due to the fluid and diverse nature the learner will demonstrate their understanding and ability to apply and correlate the skills and knowledge in a career-realistic situation. This is why it is crucial that the instructor provides clear directions and explanations on the evaluations, use rubrics to identify the different areas of assessment and levels of proficiency. When traditional assessment styles, such as written exams, are used its important the instructor uses higher-order thinking skills for the best demonstration of knowledge. Otherwise, lower level questions will only allow a student to demonstrate the beginning stages of cognition (rote) and does not allow instructors to see if their student body has began to understand and apply their knowledge associated with the specific focus of the assessment.
Even though much of the literature states that the assessment in the lab environment may be often difficult, however in nursing education, this is the best form of evaluation because many students complain that the amount of knowledge they are expected to personalize is impossible unless it is put into action. The issue here is that there should be clear assessment guidelines, which will prevent students from being unprepared, anxious and being confused about the learning goals and the overall performance outcomes.