Assessment Strategies and methods
Order Instructions:
Imagine that you are conducting a hybrid course where part of the orientation is synchronous and the rest of the time the students participate in an asynchronous environment. The outcomes for your course program include:
•Participants must be able to identify the various types of work-related harassment and the consequences of such actions.
•Participants must be able to relate the need to maintain confidentiality of patient information and proprietary organizational information to work-related situations.
Enrolled in your course are five diverse students with varying learning styles, health care experience, and ethnic and cultural backgrounds. The students are employees at various health care organizations.
Your students are:
•Maria Sanchez: Maria is fluent in both Spanish and English and has prior health care work experience.
•Olga Bartold: Olga is 50 years old and new to the United States. Having come from Germany, she has limited English proficiency and is fluent in German. Olga does not have any experience working in a health care environment.
•Dr. Ranzin: Dr. Ranzin is from India and speaks fluent English and has several years of experience working in a health care environment.
•Joe Antone: Joe is a member of the Navajo Community. This is Joe’s first experience working in a health care environment.
•Martha Scott: Martha is from the Midwest and has several years of experience working in a health care environment.
***Compare and contrast the various assessment methods used for this type of course now that you have met your students. (The different students are listed above) The assessment methods are (Rubrics, Simulation, online/group discussion, minute paper)****
Use at least three references from scholarly, peer-reviewed journals and cite them in the body of the paper. Newspapers, magazine articles, and websites are not acceptable sources.
Format your paper consistent with APA guidelines.
SAMPLE ANSWER
Assessment Strategies and methods
Introduction
Assessment is a very essential aspect of any learning or teaching. Assessment processes enhance learning outcomes and are very important in designing and structuring of any learning environment. Assessment processes entails all the events that teachers and students engage in so as to pass information which can be utilized to promote the learning process. Formative assessment is very critical in the learning process. The process is very essential when the student’s educational interests are given first priority. The environment can either be asynchronous or synchronous. Asynchronous approach is very essential in the classroom when determining what the students are learning and how effective the process is to the students. Assessments done within the classroom environment are very important since the instructors are able to receive feedback immediately (Benson, 2013. 23).
Discussion
Compare and contrast the various assessment methods used for this type of course now that you have met your students.
Differences
Online assessment
This mode of assessment will give all the students an opportunity and ability to respond to all questions no matter the background. The process allows all the students to participate equally and offers knowledge that is relevant to every student (Gilbert & Dabbagh, 2015.12). The process offers dialogue which is very important in any form of conversational learning.
Minute paper
This assessment mode is very common assessment procedure used in classroom assessment process. The process takes less than a minute mostly towards the end of every class work or end of every topic of discussion. The process is preferred due to the fact that it provides immediate feedback concerning the topic of discussion. The process is also very interactive since students are required to ask questions at the end of every lesson. Compared to other forms of assessment, this mode of assessment requires students to organize their thoughts then ask the most relevant questions. The process is therefore very useful to any group of students (Bartlett, Reynolds, and Alexander. 2015.12).
Rubric
Rubric is a comprehensive form of assessing students. This mode is used to assess specific type of work. The process provides more information as compared to other forms of assessment. Rubric therefore will aid in grading students more objectively. The assessment tool is very efficient and effective it allows for consistency in the assessment in terms of performance, assignments and engagements. In addition, the process elaborates very clearly the expected outcomes hence demonstrate to the students how to meet the laid down objectives. It allows students become accountable to every undertaking they involve themselves in. the feedback the students receive through this process allows the students improve on their performance. Furthermore, rubric system assists in rationalizing student’s performance when students inquire about the assessment procedure.
Simulation
Simulation involves assessing students through use of an activity that is similar to what they do on their daily basis. The students are required to perform the activity in relation to what they perform on daily basis. However, the process is most relevant when used in conjunction with other tools of assessment. The process is very appropriate since it imitates classroom environment and also assesses students on activities they perform on daily basis. In addition, valid and appreciated by most students. Nevertheless, the process is not secretive hence students can modify their behaviors so as to meet the teacher’s requirements.
Similarities
All the assessment tools are geared towards assessing the performance of the students. The processes involve some guidelines which dictate how the students conduct themselves (Comeaux, 2012.14).
Conclusion
Assessment process depends on the objective of the learning process. However, Rubric form of assessment is very comprehensive and more efficient as compared to other forms of assessment.
References
Journal
Bartlett, J. E., II, K. A. Reynolds, and M. W. Alexander. 2015. A tool for online learning. Journal of Online Learning 11 (3–4): 22–24.
Gilbert, P.K., & Dabbagh, N. (2015). How to structure online discussions for meaningful discourse: A case study. British Journal of Educational Technology, 36, 5-18.
Books
Benson, A. D. (2013). Assessing participant learning in online environments. New Directions for Adult and Continuing Education, 100, 69-78. https://doi.org/10.1002/ace.120
Comeaux, P. (2012). Assessment and learning. In P. Comeaux (Ed.), Assessing Online Learning, (pp. xix-xxvii), Bolton, MA: Anker Publishing Company, Inc.
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