Education Commons^™

Review Of The Pe Metrics Cognitive Assessment Tool For Fifth Grade Students, Michael Hodges, Chong Lee, Kent A. Lorenz, Daniel Cipriani

Physical Therapy Faculty Articles and Research

Study aim: this study examined the item difficulty and item discrimination scores for the HRFK PE Metrics cognitive assessment tool for 5th-grade students. Materials and methods: ten elementary physical education teachers volunteered to participate. Based on convenience, participating teachers selected two 5th grade physical education classes. Teachers then gave students (N = 633) a 28-question paper and pencil HRFK exam using PE Metrics Standards 3 and 4. Item difficulty and discrimination analysis and Rasch Modeling were used data to determine underperforming items. Results: analysis suggests that at least three items are problematic. The Rasch Model confirmed this …

Exploring Content Validity Of Shore Handwriting Screening And Newly Developed Score Sheet With Pre-Kindergarten Students, Denise K. Donica, Erin Francsis

The Open Journal of Occupational Therapy

Background: Limited tools exist to measure handwriting readiness skills of pre-kindergarten students. This study was a preliminary exploration of content validity of the Shore Handwriting Screening (SHS) and the newly developed Score Sheet with the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) in 4- and 5-year-old pre-kindergarten students. Because socioeconomic status (SES) is known to impact handwriting skills, data from two different socioeconomic groups were collected.

Method: Students from a Lower SES group (n = 36) and a Higher SES group (n = 14) completed the SHS and fine motor composite of the BOT-2. Pearson’s correlation was used to …

Adapting The Mcmaster-Ottawa Scale And Developing Behavioral Anchors For Assessing Performance In An Interprofessional Team Observed Structured Clinical Encounter, Désirée Lie, Win May, Regina Richter-Lagha, Christopher Forest, Yvonne Banzali, Kevin Lohenry

Christopher Forest

Assessing Vocabulary Of Children: Investigating The Evaluation And Instruction Of Basic Concepts, Rebecca Elizabeth Smith

Graduate Theses and Dissertations

Vocabulary knowledge of preschool children is a key factor in predicting literacy success in elementary school (Hammer, Farkas, & Maczuga, 2010). However, few deliberate attempts to teach basic concept vocabulary have been studied (Bowers & Schwarz, 2013; Wilson, 2004). The purpose of this research is to determine if large group explicit instruction with interactive activities of specific basic concept vocabulary will increase preschool children's understanding of basic concept terms when measured by a standardized basic concept assessment. This research will also assess the validity of a basic concept-curriculum based measure (BC-CBM) as an efficient tool to monitor a child's understanding …

The Purpose And Value For Students Of Pbl Groups For Learning, Vicki J. Skinner, Annette Braunack-Mayer, Tracey A. Winning

Interdisciplinary Journal of Problem-Based Learning

Groups are central to problem-based learning (PBL) and educational and professional outcomes relevant to clinical education. However, PBL groups in practice may differ from theoretical conceptions of groups. Therefore, this study explored students’ understandings of the purpose and value of PBL groups for their learning. We conducted a naturalistic study with novice (first-year) students at two dental schools (Australia, Ireland), using observation and interviews analyzed thematically. Students constructed PBL learning as individual knowledge gain, and group purpose as information gathering and exchange; few students acknowledged the learning potential of group processes. Group value depended on assessment and curriculum context. Findings …

Improving A Curriculum Through Incremental Changes Based On Programmatic Assessment Results, Batoul Senhaji-Tomza, Suzanne R. Soliman, Paramita Basu

Touro College of Pharmacy (New York) Publications and Research

Objectives: To describe implementation of incremental curriculum changes aimed at addressing identified gaps via subjective and objective programmatic assessment in a 2 + 2 curriculum.

Method: After low first-time NAPLEX pass rates for two consecutive class years, subjective and objective assessment of a 2 + 2 curriculum was conducted. The curriculum was benchmarked to the other existing 2 + 2 program. Other assessments that occurred include: intensive course content review, course credit number versus instructional time audit, vertical and horizontal topical sequence revision in the clinical, basic sciences and social and behavioral course sequences, faculty/student feedback and focus groups; outside …

Evaluate To Learn: Integrating Assessment Data To Improve Outcome Of A Didactic Biomedical Science Course, Paramita Basu, John Fisher, Batoul Senhaji-Tomza, Suzanne R. Soliman

Touro College of Pharmacy (New York) Publications and Research

Objectives: To describe the evaluation system used to identify curricular issues within a pre-clinical biomedical science course in a Pharm.D program and report the difference in outcome after implementation of the resulting changes.

Method: Course content, sequence of delivery and integration of topics with other courses in the relevant tracks were reviewed to identify discrepancies. Evaluation feedback from students and faculty were obtained from E-value online course evaluation system, and end of course discussion reports. Student performance in the course before and after implementing the recommended changes were compared to assess their effectiveness.

Results: Content duplications and …

Faculty Perceptions Regarding Best Practices In Clinical Dental Hygiene Assessment, Brenda Kaye Walstead

Walden Dissertations and Doctoral Studies

This qualitative case study explored faculty perceptions regarding best practices and uses of assessment in a dental hygiene program at a small northwestern college. It was discovered that faculty in the program were assessing students in their clinical courses using widely varied methods, designs, and scoring tools. Faculty neither calibrated processes nor communicated about this problem. In addition, a review of the assessments in this local setting indicated a significant gap in the current guidelines for best practices in clinical assessment procedures. Knowles' adult learning theory served as the foundation for this study. Research questions were designed to obtain clinical …

Nursing Students' And Novice Clinical Instructors' Experiences With Clinical Instruction And Assessment, Bridgett Alveta Jackson

Walden Dissertations and Doctoral Studies

Adjunct faculty members make up a growing proportion of nursing school clinical faculty in the United States due to a nurse educator shortage in higher education. Many of the nurses hired as clinical faculty members have years of experience providing patient care, but they lack experience in clinical instruction and assessment. At a state community college in the southeastern United States, nursing students have expressed dissatisfaction in their course evaluations with inexperienced faculty in clinical programs. The experiences of both nursing students under the guidance of novice clinical instructors and clinical faculty were examined in this case study. The National …