多實測少測試.pdf

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1、Learner Disclosures1 Provider Statement:Assessment Technologies Institute,LLC(ATI Nursing Education)is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Centers Commission on Accreditation Criteria for Successful Completion:To obtain credit

2、for this activity,the participants must:Attend 100%of the session Complete activity by 07/31/2023 and submit the online evaluationExpires 7/31/20232 All information included in National Nurse Educator Summit presentations is the copyrighted property of ATI or the individual presenters.You may not re

3、cord this presentation or copy and/or distribute any of the handout materials.Quiz More,Test LessHelen Gordon DNP,CNMAssociate Professor and Success CoachNC Central University3Objectives4At the completion of this session,participants will be able to:1.Articulate the difference between formative and

4、summative assessment as it relates to testing strategies.2.Identify and implement a formative assessment strategy that can be implement in a nursing course.3.Use formative assessment to determine where student gaps exist and faculty can modify and adjust teaching to build and enhance on student unde

5、rstanding of new knowledge.Core principals of memory5Working memory and long-term memoryWorking memory-the part of memory that has to do with what you are immediately and consciously processing in your mind(Cowen,2001).Working memory can only hold 4“chunks”of information at a time.Example,think abou

6、t a juggler.If you divert the working memory(say in attempting to multi-task,the body diverts the energy that would have been used for focus,and you forget).The four items“stay in the air”or present because you keep adding energy-kept alive through“rehearsal”like reputation,writing it down,eyes clos

7、ed visualizing and event.Think of typical lecture in nursing6How many different concepts could be typically presented in one 3 hour lecture?Case study:in one 3 hour adult health lecture(Spring 2023)on neurological disorders and nursing care,there were 8 separate topics presented in one lecture:1.Str

8、oke2.TIA3.Spinal cord injuries4.Seizures5.Brain tumors-benign and malignant6.Meningitis7.Aneurysms8.Cranial nerves-how would the patient present if the nerve was damaged?In each of these areas students were expected to know:7 Risk factors Presenting symptoms Pathophysiology How condition is assessed

9、 Diagnostic tools(example:CAT scan,MRI,blood test)Medical diagnoses and standard treatment Nursing care in acute phase Nursing care in chronic phase Common pharmacology in the treatment Patient family education Discharge challenges and patient referral sourcesSource:Adult Health 2,lecture notes,Spri

10、ng 2023,NC Central UniversityThe initial 8 topics now have 11 subtopics for each 888discrete pieces of information to be mastered by the students9Cognitive OverloadWhy as nurse educators do we do this?1011Here is the BAD news.we will never be able to teach students everything!We can teach them where

11、 and how to find the answers,How to build on what they know,How to LINK information,How to use their time to learn to their maximum benefit.Back to student learning before we test.Gordons Rules of Teaching1.If the concept is important enough to test,then there will be time spent on the material in c

12、lass.END OF STORY.(I will never be called a“random tester.”2.I NEVER assign large amounts of reading.I do not test the concept if I have not taught it.because it was assigned does not mean you will read it or understand it.3.I am the leader of this journey.I am the expert and my job it to take you t

13、o the next step of safety and competence.I embrace my role and I know I am good at it.4.If you think there is too much content;then it is my job“to thin the heard”so to speak.(Think what does the practicing RN must know?)5.I rarely use guest speakers;because I cannot control the material and complex

14、ity of what they present.I always stay and take notes.(I am a control freak,I make no apologies).Rules,Part 2146.It is also my job to teach students how to effectively utilize their time,prepare for clinical,make the most of the simulation lab and how to take test questions apart to find solutions a

15、nd how to approach the material for mastery.If you need help,SPEAK UP.I flunked the mind reading course!7.I BELIEVE in practice questions and lots of them are the major way to determine your recall and understating.8.We are partners on this journey.I am leading you through this forest because I am t

16、he expertbut you must“saddle up and ride with me.”9.I am deeply committed to your learning,not your gradesyour learning.I respect that your grades are your yardstick of mastery.Mine is:CAN YOU RECALL and PERFORM in clinical situations after you graduate.That said,if fall below 85%on any quiz,test,I

17、want to see you during office hours.Last but not leastthe is the big“momma”of my rules for me1510.I never FLIP classrooms.I have interactive classrooms.We do a ton of fun and interactive/interesting things in the classroom.16Students cannot yet,see the way out.17Testing“I test to identify the gaps i

18、n learning”(H.Gordon,2006-2023)19Model A:Typical course model of testing in a 12-14 week semester20Unit 110%Unit 210%Unit 310%Mid-Term20%Final*Exam25%=75%*Final exam is comprehensive,might include new concepts that have not been tested before.We know this model21Positives for faculty Efficient for f

19、aculty time Streamlines the testing process into large chunkswith a summative final.We know this model.It feels familiar to us.Negatives for students Saturates student with large amounts of content,Does not build in repetition due to the speed that content needs to be mastered Increases student anxi

20、ety Does not assure or check mastery.Another alternative22Model B:Progressive weight+repeat of weak content areas23100%Final*exam(25%)Unit 15%Unit 210%Unit 515%Unit 420%=75%Unit 315%Unit 420%10/9010/9020/8030/70=50%*Final exam,100%repeat of old material,no new material.My recipe for QUIZZING MORE an

21、d Testing less!24Model C:“Quiz More-Test Less”Model equally weighted quizzes+low%final exam257.57.57.57.57.57.57.57.57.5=60%Final*15%*10%of each quiz is what was missed on the previous quiz=75%*Final exam:No new content,a retest of concepts that were retaught or were weak.QMTL Model26Students and Fa

22、culty Small quizzes Low weights 10-20 points each Previous weeks content (focus in class)Can be done on a course management system,get analysis*Pen and paper(crude analysis)High repetition,time for students to remediate what they missed Review quizzes immediately after evaluation Follow with more in

23、-depth evaluation Reteach and repeat topics missed by cohortFaculty advantages27 You get to know the students:how they test,strengths vs weakness in problem solving Allows time for remediation Quick feedback on what you are teaching-gaps immediately“show-up”Time to reteach weak topics Testing is for

24、mative and LOW RISK Good connection between course content and testing-this lowers student anxiety You have to THIN the contentThis only works if you think the content and be committed to going DEEP on the major issues28Identify what is important from the evidence29 Heart disease:695,547 Cancer:605,

25、213 COVID-19:416,893 Accidents(unintentional injuries):224,935 Stroke(cerebrovascular diseases):162,890 Chronic lower respiratory diseases:142,342 Alzheimers disease:119,399 Diabetes:103,294 Chronic liver disease and cirrhosis:56,585 Nephritis,nephrotic syndrome,and nephrosis:54,358Source:Center for

26、 Disease Control,20201-Major issuesRule#1:Pare down the content of the semester-teach what students will encounter in the community and clinical.Start with a“web”Major causes of death in US1-Heart disease2-Cancer4-StrokeChronicRespiratory3-Accidents/Trauma5-Diabetes6-Kidney disease2-Decide on 2-3 re

27、levant issues that are connected within each major topic31 Cancer:Solid tumors,blood and lymph cancers3-Nursing relevancy Lifestyle issues related to the disease High risk factors Detection Presentation Assessment Medical treatment Nursing care and interventionsCounteracting overload32Have a plan fo

28、r presenting new material gradually systematically cumulatively clearly chunked varyingly interestingly repeatedlyConti,F(2016).10 commonly made mistakes in vocabulary instruction.Retrieved from https:/ down-big picture learning-seeing where the learning fits inBottom up learning:Chunking-practice a

29、nd repetitionSource:A mind for Numbers,OakleyA note about reading-the illusion of competence34“Intention to learn is helpful only if it leads to the use of good learning strategies.”(Baddeley,A,et al,Memory,Psychology Press 2009)Mental retrieval through practice over time is far superior to reading and rereading notes.(Duke,RA,et al,2009 and Dunlosky,J,et al,2013)TRANSLATE.have students spend their time doing practice questions.Strongly recommend35Coursea-free course by Barbara Oakley,PhD.LEARNING HOW TO LEARN Case study36Will insert 37Helen Gordon DNP,CNMhgordon3nccu.eduText:919-760-0098