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EDUC 7553 Assessment And Evaluation

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EDUC 7553 Assessment And Evaluation

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Course Code: EDUC7553
University: The University Of Adelaide

MyAssignmentHelp.com is not sponsored or endorsed by this college or university

Country: Australia

Question:
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.What are the key components of an end-of-course evaluation?How can you determine if educational outcomes meet the needs and goals of a health care setting?What are examples of alternative evaluation methods for learning outcomes in nursing education?What types of questions should be included in a clinical evaluation questionnaire?
Answer:

Introduction
This is the assignment three and it focusses on the strategies used to assess the process of learning. Firstly, an assessment template will be formulated. Secondly an executive summary will be written to explain the rationale behind the chosen tool of assessment and evaluation. Lastly, a conclusion to summarize the details of the essay.
Assessment and Evaluation.

Assessing and evaluating the teacher.

No

Assessment questions

Strongly agree

Strongly disagree

Strongly Disagree

Disagree.

1

The teacher knew the subject content well

 

 

 

 

2

The teacher provided feedback on my assignments that were helpful.

 

 

 

 

3

The teacher was accessible and available in grading my assignments.

 

 

 

 

4

The teacher was helpful and willing to help me attain the learning objectives.

 

 

 

 

5

The teacher actively encouraged student’s questions and inputs.

 

 

 

 

6

The teacher was able to answer the student’s questions fully.

 

 

 

 

7

The teacher used teaching aids to enhance learning.

 

 

 

 

8

I would take another course from this teacher.

 

 

 

 

9

The teachers’, teaching styles were appropriate.

 

 

 

 

10

The teacher was able to relate the course content and my line of career.

 

 

 

 

Assessing and evaluating the learning process (attainment of the learning objectives and learning outcomes, both in the classroom and the clinical area).

No

Assessment questions

Strongly agree

Strongly disagree

Strongly Disagree

Disagree.

1

Learning objectives taught were understandable and clear.

 

 

 

 

2

The learning experiences I gained helped me in achieving the learning results.

 

 

 

 

3

The learning experiences I was exposed to, were appropriate, well organized, and designed.

 

 

 

 

4

The content of this course is very valuable.

 

 

 

 

5

The course taught met the course objectives.

 

 

 

 

6

The course enabled me to acquire new skill that I can use at the clinical area.

 

 

 

 

7

The materials provided for this course enhanced my comprehension of the course.

 

 

 

 

8

This course has enabled me to network and interact with other people doing the same course.

 

 

 

 

9

This course has made me better in my clinical area.

 

 

 

 

10

I would recommend others/my fellow nurses to take this course.

 

 

 

 

11

The course contents were easy to comprehend/understand.

 

 

 

 

12

The exams given allowed me to demonstrate my understanding of the course content.

 

 

 

 

13

The test items in the examination are well explained before and after examination.

 

 

 

 

Assessing and evaluating the learning environment.

No

Assessment questions

Strongly agree

Strongly disagree

Strongly Disagree

Disagree.

1

I would like a change of venue for the course.

 

 

 

 

2

The hours taught were sufficient.

 

 

 

 

3

At the clinical area I was able to put into practice what I was taught.

 

 

 

 

4

There were enough resources to facilitate learning.

 

 

 

 

Quinn & Hughes (2007), states that when learning cannot be assessed if it is taking place or not, then it is a waste of time and resources. The course; communication in nursing has the following learner’s objectives; being able to explain the characteristics of effective communication and those of an effective communicator. Secondly, being able to describe the benefits of effective communication. Thirdly, being able to state the barriers of effective communication. Lastly, being able to describe how to overcome these obstacles. The evaluation and assessment template above will be important in assessing the attainment of these learning objectives and program outcomes. This assessment and evaluation tool is valid and reliable as the respondents will be learners, they have the first hand information. This will increase on the accuracy and reduce biasness (Oermann & Gaberson, 2016).
The instructor is assessed and evaluated using the assessment template. This is obtained from responses of the following questions; the subject contents of the teacher, the teaching methodology/styles used by the teacher, the teacher’s confidence, communication skills and the interaction. This is important as the above factors influence attainments of the specified learning objectives being met. When the teacher has content on the subject matter, uses the right teaching methodologies and be confident and effective communicators, there is no doubt that the course outcomes and objectives will be met. This evaluation is important as it will help in identifying the strengths and weakness areas of the teacher. The teacher will use this so as to improve on the delivery (Oermann & Gaberson, 2016; Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich … 2016).
In addition to this, the three domains of the learning are being assessed by the template above. The cognitive domain is the knowledge useful in thinking, comprehending, synthesizing, analyzing, applying and evaluating. This has been assessed through the following questions from the template; (the course contents were easy to comprehend and the exams given allowed one to be able to demonstrate their understanding). The second domain, the psychomotor, tests the skills attained from the course. The template assesses this through attainment of new skills by the student and by their expression that the course has made it easier to work or has improved their efficiency.  Lastly, the affect domain which tests the learner’s attitude, interests and experiences of the course/program. This will be assessed when asked if they can recommend this course to others and if the course is valuable. It is important to assess these three domains as they are the basis in which objectives are formulated and their attainment translates to objectives being met (Fastré, van der Klink, Amsing-Smit, & van Merriënboer, 2014).
Lastly, the learning environment is being assessed and evaluated as it influences the attainment of the course objectives and the program outcome. The learning environment should be conducive as to facilitate learning. This assessment will identify the conduciveness o the learning environment and when it is noted not to conducive, the correct changes can be done (DeYoung, 2015; Irby, 2014; Tighe, S., & Bradshaw, 2012; Alinier & Alinier 2016).
Conclusion
The importance of evaluating and assessing learning cannot be emphasizing enough. it is essential to determine whether learning is taking place. For the assessment of the course on communication in nursing the evaluation will be done using a template of questionnaire’s that learners will answer. This will be useful in assessing learners, teachers and the learner’s environment and their influences to learning. With this it will be possible to deduce attainment of the objectives and the program outcomes set. 
References
Alinier, G., & Alinier, N. (2016). Design of an objective assessment tool to evaluate students’ basic electrical engineering skills: the OSTE. Journal for the Enhancement of Learning and Teaching. Retrieved on 20th 07 2018 https://uhra.herts.ac.uk/handle/2299/6140 
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., … & Wittrock, M. C. (2016). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains, NY: Longman. Retrieved on 20th 07 2018 https://kkm39ysrp06.storage.googleapis.com/MDgwMTMxOTAzWA==06.pdf 
DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Boston, MA: Pearson. Retrieved on 20th 07 2018 https://www.pearson.com/us/higher-education/program/De-Young-Teaching-Strategies-for-Nurse-Educators-3rd-Edition/PGM50471.html 
Fastré, G. M., van der Klink, M. R., Amsing-Smit, P., & van Merriënboer, J. J. (2014). Assessment criteria for competency-based education: a study in nursing education. Instructional Science, 42(6), 971-994. Retrieved on 20th 07 2018 https://eric.ed.gov/?id=EJ1042882 
Irby, D. M. (2014). Excellence in clinical teaching: knowledge transformation and development required. Medical education, 48(8), 776-784. Retrieved on 20th 07 2018 https://www.ncbi.nlm.nih.gov/pubmed/25039734 
Oermann, M. H., & Gaberson, K. B. (2016). Evaluation and testing in nursing education. Springer Publishing Company. Retrieved on 20th 07 2018 https://www.springerpub.com/evaluation-and-testing-in-nursing-education-fifth-edition.html 
Quinn, M., Hughes, J., (2007). Quinn’s Principles and practice of Nurse Education.  Nursing education. 5, Retrieved on 18th 07 2018 https://trove.nla.gov.au/work/8493605 
Tighe, S., & Bradshaw, C., (2012). Peer-supported review of teaching: making the grade in midwifery and nursing education. Nurse education today. 33(11), 1347-1351. Retrieved on 20th 07 2018 https://www.ncbi.nlm.nih.gov/pubmed/22921378

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