C921 Task 3 Paper
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School
Western Governors University *
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Course
C921
Subject
Health Science
Date
Feb 20, 2024
Type
docx
Pages
8
Uploaded by MajorPencilChinchilla17
Developing Summative Performance Assessments
Jessica D. Evans
College of Health Professions, Western Governors University
Jen Meyers
September 23, 2023
Assessment Activity Alignment
This multimedia presentation assessment directly aligns with the course objectives and student learning outcomes because each prompt discusses a different objective of the course module. Prompts four and five directly align with the first course objective in the module: Illustrate policies, politics, cultural diversity, and healthcare systems and how they affect the community. Prompt four aligns with this course objective because it discusses the influencing factors on community health. Prompt five aligns with the first course objective because it has the student list practical solutions to each influencing factor. Prompt three directly aligns with the second course objective of the module: Demonstrate the importance of analyzing data about the health of the community to determine disease patterns and guide community health decisions. This prompt directly aligns with this course objective because it compels the student to discuss the importance of analyzing the data received from patients to help make healthcare decisions for them and recognize disease patterns. Prompt two directly aligns with the second student learning outcome of the module. This student learning module states: Identify 3 influencing factors from health systems that affect community health.
This prompt directly aligns with this learning outcome because it requires the student to identify influencing factors from health systems that affect community health. Prompt one aligns directly with the first student learning outcome: Identify 3 specific cultural differences that are influencing factors on community health. This prompt directly aligns with this student learning outcome because it requires the students to recall three cultural differences and how they affect community health.
Feedback
As the students complete the assessment it will be graded according to a rubric. The students will receive their grades within 48 hours of the submission in their student portal. There will also be feedback provided to the students after completion of the assessment. The individualized feedback will be provided by the course instructor in the student portal. The assessment will be graded according to a rubric that describes each prompt and what is considered competent, approaching competence, or not competent. If the student is “not competent” in 2 or more sections, they will fail the assessment. Each student will have a total of
2 submissions to pass the assessment. If the student has an assessment returned to them for resubmission due to not passing, the student will be required to set up a meeting with the course instructor prior to submitting the assessment again. Any student who wishes to schedule
a one-on-one meeting with the instructor is also more than welcome to do so through the student portal at any time. Design Choices for Assessment
This module was designed around the Constructivist Learning Theory. The students are responsible for listening to a recorded lecture prior to attending the class. During the class session, the students will be in small groups to work through case studies. They will be given a specific set of case study cards that include culturally diverse groups, different healthcare systems as well as certain policies or politics that can all influence community health. The students will be responsible for identifying at least 5 influencing factors that this presented group might have as well as producing a practical solution for each influencing factor. After
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completing the activity, the students will present each case scenario, the influencing factors, and practical solutions to the rest of the class. When the class is over, the student will be assigned an online 5-question assessment to complete to measure their knowledge of what was
covered during the lecture and group discussions. The constructivist learning theory states, “Learning occurs in social activity” (Billings & Halstead, 2015.) This assessment is designed to measure the student's knowledge gained during the lecture and case study group work. There will also be an additional assessment as we complete this module for the course. This will test the students' knowledge on the course objectives and student learning outcomes for the course. At the very end of the course, the students will be required to complete a summative performance assessment. This will require the student to pull all their knowledge from this course together to create the multimedia presentation. Procedures for Test Security
Throughout the whole course, academic integrity will be discussed, and clarification of the consequences if caught cheating will be presented to the students. This assessment will be submitted in the student portal that will connect to a website/program called Unicheck. Unicheck is a system that takes the student’s submission and compares it to other online resources. This will prevent the student from plagiarizing. If there is a student found to be guilty
of cheating, the instructor will follow the policy set forth by the nursing school for academic dishonesty.
Barriers to Online Environment
In general, the assessment itself should not have any barriers to being implemented online. I designed the assessment so it will be accessed online for every occurrence anyway. I do believe one barrier that could occur would be if the students had to complete the case study
group discussion online. Having an online group discussion is sometimes difficult to get everyone available at the same time and able to give their full undivided attention. Along with using any type of online learning, there can always be technical difficulties. The online platform to meet virtually could be down, the assessment could have difficulty loading, or the student portal for the school could not be working. When creating online modules and assessments, the
instructor always needs to be prepared to have a backup plan. In this scenario, my backup plan to administer the assessment would be to send the assessment requirements through email and have the student email back with their responses and move forward that way. Analytical Methods
When students complete a summative performance assessment, it informs them if they have met the required learning objectives and provides them feedback. Summative performance assessments use rubrics as grading guides for the assessment to evaluate the student’s learning. There are specific requirements and specifications set forth through the rubric for an assessment, such as rating scales, performance criteria, and indicators. Instructors may use grading rubrics to ensure student assessment reliability and consistency. The course instructor will analyze each assessment according to the grading rubric then compare the
results for trends and data. This will help the instructor determine how well/how poorly the students performed and their overall knowledge of the course content. Importance of Authenticity
Authenticity is represented by the summative performance assessment required for this
module. The scenario and prompts given require students to use an advanced level of thinking in designing a multimedia presentation discussing influencing factors on community health. Students must use all combined knowledge from every required activity/previous assessment to create the PowerPoint. There are prompts and a rubric that the student must follow to be sure they are meeting all the requirements of the assessment. The authenticity of the summative performance assessment allows students to see the task, notice crucial factors in a situation, research implications, prepare and propose interventions, and complete the task related to real-life scenarios. According to course material from Western Governors University (n.d., pg. 34) “performance-based assessments should challenge students to use their higher-
order thinking skills to complete tasks that closely mirror the responsibilities they will have working as professional nurses.” This assessment represents authenticity because the students must recall all information they have learned during the course and use it to create a multimedia presentation that meets all rubric and prompt requirements. The students must use
their higher-order thinking skills to complete this assessment.
Objective Assessment Usage
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After the instructor has completed an assessment analysis, it is important for him/her to
examine their teaching strategies to improve the students’ learning. Instructors could also send out a survey about the assessment to receive the students’ feedback about the assessment to prevent any possible future confusion. The course instructor can take each student’s results and rubric to assist them in changing their teaching strategies and the material covered. The instructor can use this information to adjust lectures and learning activities to streamline the information for the students.
ADDIE Model
There are five phases in the ADDIE model: analyze, design, develop, implement, and evaluate. According to Kurt (2018), “Having stages clearly defined facilitates implementation of effective training tools.” The ADDIE phases were used to develop this summative performance assessment by analyzing what prompts would need to be included in the assessment requirements to be sure all course objectives and student learning objectives would be met in the assessment. I then designed and developed a case study and rubric for the assessment to be completed and graded. The assessment was implemented using the student portal to upload
the instructions for the assessment and directing the students to complete the assessment. I will evaluate the assessment after the students submit their completed assignments. I will then sort through the data and evaluate the gaps in the student knowledge.
References
Billings, D. M., & Halstead, J. A. (2015). Teaching in nursing: a guide for faculty
. W B Saunders
Co.
Kurt, S. (2018). ADDIE model: Instructional design
. Educational Technology.
https://educationaltechnology.net/the-addie-model-instructional-design/
Western Governors University. (n.d.). Assessment and evaluation strategies for measuring
student learning - C921. https://my.wgu.edu/courses/course/29360012