The Anatomy of a Lab Practical and the Dissection of the Results

•Transferir como PPTX, PDF•

1 gostou•621 visualizações

Presented by Kathy Day, Senior Instructional Designer, Thomas Jefferson University, Elizabeth A. Spudich, PhD, Assistant Professor, Thomas Jefferson University School of Health Professions Department of Physical Therapy Testing in a lab has its unique set of challenges. There are multiple variables that impact the reliability and validity of the practical including: the architecture of the room, the quantity, quality and turnover of the biological materials and the design of the test questions. This session will present the issues encountered by the Colleges and Departments of Thomas Jefferson University in their use of ExamSoft’s SofTest-M as a delivery platform for Human Anatomy practicals and will explore strategies for a successful lab assessment.

Educação

The Anatomy of a Lab Practical
and the Dissection of the Results
Elizabeth Spudich, PhD and Kathy Day, MS

Objectives
Recall the concepts of reliability and validity in testing.
Gain an understanding of the unique challenges in using
biological materials in testing.
Design your ExamSoft database to effectively control for
the additional variables inherent in the lab practical.
Design questions and testing procedures to improve and
assure validity in practical exams.

The Team
Elizabeth Spudich, PhD
Assistant Professor, Department of Pathology, Anatomy, & Cell
Biology
Thomas Jefferson University
Christine Wade, PT, EdD
Associate Professor, Department of Physical Therapy
Thomas Jefferson University
Kathy Day, MS, RRT, RPFT
Senior Instructional Designer, Center for Teaching and Learning
Thomas Jefferson University

The Anatomy of a Lab Practical…
Room layout and the movement through stations
Timers, timing and ExamSoft
The challenges of anatomy specimens
• Normal deviations/pathology
• Prosection/student dissection
• Degradation of specimen over time

…and the Dissection of the Results
Reliability
• Categories, Categories, Categories
• Specimen database
• Question creation/retirement
Question Design
• Fill in the blank vs multiple choice
• Case study/branching
Longitudinal analysis

Click to edit Master title style
Click to edit Master subtitle style
For More Information:
Call: 1.866.429.8889
Email: info@examsoft.com
Visit: learn.examsoft.com

Mais conteúdo relacionado

Destaque

Semester 1 exam review

Maestra Anselmo

Final-Question paper_BSC-anatomy and physiology_----_ -Dec-2010.doc

Shama

Final-Question paper_MSC-anatomy and physiology_----_ -Dec-2010.doc

Shama

PEShare.co.uk Shared Resource

peshare.co.uk

Heart dissection lab

niall highland

Musculo Skeletal Handouts

Ronald Magbitang

Bio 202 hybrid syllabus spring 2015

Matt

9 2012 anatomy & physiology baseball semester 1 review

ffiala

Fall 2012 bsse spm mid paper

Zunera Jalil

S T A R T H E R E C H16 L E C T U R E

amyepinkham

Introduction

Nepalese army institute of health sciences

Anatomy and physiology final(let)

Liwayway Memije-Cruz

Anatomy Final Exam Review

amyepinkham

Exam 1 review questions anatomy

Felipe De la Garza

Connective tissue

Nepalese army institute of health sciences

Connective tissue

Michael Wrock

Connective tissues

Jhon Mar Bellos

Histology slides with Identification Points 2nd yr mbbs Nishtar by Umer Salman

umersalman

Destaque (18)

Semester 1 exam review

Final-Question paper_BSC-anatomy and physiology_----_ -Dec-2010.doc

Final-Question paper_MSC-anatomy and physiology_----_ -Dec-2010.doc

PEShare.co.uk Shared Resource

Heart dissection lab

Musculo Skeletal Handouts

Bio 202 hybrid syllabus spring 2015

9 2012 anatomy & physiology baseball semester 1 review

Fall 2012 bsse spm mid paper

S T A R T H E R E C H16 L E C T U R E

Introduction

Anatomy and physiology final(let)

Anatomy Final Exam Review

Exam 1 review questions anatomy

Connective tissue

Connective tissues

Histology slides with Identification Points 2nd yr mbbs Nishtar by Umer Salman

Semelhante a The Anatomy of a Lab Practical and the Dissection of the Results

Presented by Kathleen Day, Elizabeth Spudich, and Christine Wade Vertical- Physical Therapy Testing in a lab has its unique set of challenges. There are multiple variables that impact the reliability and validity of the practical including: the architecture of the room, the quantity, quality and turnover of the biological materials and the design of the test questions. This session will present the issues encountered by the Schools and Departments of Thomas Jefferson University in their use of ExamSoft’s SofTest-M as a delivery platform for Human Anatomy practicals and will explore strategies for a success lab assessment. At the end of the session, participants will be able to: 1) Recall the concepts of reliability and validity in testing. 2) Gain an understanding of the unique challenges in using biological materials in testing. 3) Design your ExamSoft database to effectively control for the additional variables inherent in the lab practical. 4) Design questions and testing procedures to improve and assure validity in practical exams.

The Anatomy of a Lab Practical and the Dissection of the Results

ExamSoft

Research made easy

Thangamani Ramalingam

Invited presented for the 2015 Australasian Pharmaceutical Science Association (APSA) and Australian Society for Clinical and Experimental Pharmacology and Toxicology (ASCEPT) Joint Scientific Meeting (Hobart, Tasmania). Abstract: All graduates need the skills and habits of mind to solve the complex, unstructured problems they will face in the 21st Century workforce (Bybee & Fuchs, 2006). In science, analysing technical literature, identifying conflicts and gaps, developing relevant, testable hypotheses, collecting and analysing the evidence to these hypotheses, and putting forward reasonable, specific and qualified conclusions, is our bread and butter – the basis of scientific reasoning (Kuhn & Pease 2008). Research experiences and inquiry-based curricula aim to help undergraduate students develop these habits of mind and cognitive skills (Zimbardi & Myatt, 2012). In our inquiry-based curricula we have documented the development of students’ scientific reasoning skills (Zimbardi et al., 2013) and their understanding of the contestable nature of scientific knowledge (Zimbardi et al., in press). We have also developed a series of meta-cognitive assessment items which have reveal students’ ability to translate these learning outcomes into employability skills. Specifically, undergraduate biomedical science students in their final semester are provided with a job interview scenario and asked behavioural questions (e.g “Tell me about a time when you successfully used your scientific problem skills”) and hypothetical questions (e.g “Suggest a potential approach for investigating this issue…”). Students’ responses to these open-ended questions have revealed the diverse skill levels amongst the cohort in translating educational experiences to workplace situations. Notably, we have found several underlying assumptions and misconceptions that hinder students’ articulation of their employability skills, as well as useful models of specific, evidence-based, and convincing, approaches to answering such questions. Bybee RW & Fuchs B (2006) J Res Sci Teach 43(4): 349–352. Kuhn D & Pease M (2008) Cogn Instruct 26: 512–559. Zimbardi K et al (2013) Adv Physiol Educ 37 (4): 303-15. Zimbardi K et al (in press) IJISME Zimbardi K & Myatt P (2012) SHE 39 (2): 233-250

Translating research experiences to employability skills: using evidence to m...

Kirsten Zimbardi

Research problem

Kavitha Krishnan

Aspiring Scientist And Core Competencies

guest97742

Critique Template for a Qualitative Study Critiquing Qualitative What is a critique? Simply stated, a critique is a critical analysis undertaken for some purpose. Nurses critique research for three main reasons: to improve their practice, to broaden their understanding, and to provide a base for the conduct of a study. When the purpose is to improve practice, nurses must give special consideration to questions such as these: Are the research findings appropriate to my practice setting and situation? What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness? How might a proposed change in practice trigger changes in other aspects of practice? To help you synthesize your learning throughout this course and prepare you to utilize research in your practice, you will be critiquing a qualitative, quantitative, or mixed-methods research study of your choice. If the article is unavailable in a full-text version through the Walden University Library, you must e-mail the article as a PDF or Word attachment to your Instructor. QUALITATIVE RESEARCH CRITIQUE Research Issue and Purpose What is the research question or issue of the referenced study? What is its purpose? (Sometimes ONLY the purpose is stated clearly and the question must be inferred from the introductory discussion of the purpose.) Researcher Pre-understandings Does the article include a discussion of the researcher’s pre-understandings? What does the article disclose about the researcher’s professional and personal perspectives on the research problem? Literature Review What is the quality of the literature review? Is the literature review current, relevant? Is there evidence that the author critiqued the literature or merely reported it without critique? Is there an integrated summary of the current knowledge base regarding the research problem, or does the literature review contain opinion or anecdotal articles without any synthesis or summary of the whole? (Sometimes the literature review is incorporated into the introductory section without being explicitly identified.) Theoretical or Conceptual Framework Is a theoretical or conceptual framework identified? If so, what is it? Is it a nursing framework or one drawn from another discipline? (Sometimes there is no explicitly identified theoretical or conceptual framework; in addition, many “nursing” research studies draw on a “borrowed” framework, e.g., stress, medical pathology, etc.) Participants Who were the participants? Is the setting or study group adequately described? Is the setting appropriate for the research question? What type of sampling strategy was used? Was it appropriate? Was the sample size adequate? Did the researcher stipulate that information redundancy was achieved? Protection of Human Research Participants What steps were taken to protect human research subjects? .

Critique Template for a Qualitative StudyCritiquing Qualit.docx

taminklsperaw

How to write good abstract

zaihasriah

Resume

Hao To

NURS201 - May 2013

Virginia Commonwealth University

JALA Editor-in-Chief Edward Kai-Hua Chow, Ph.D., of National University of Singapore shared step-by-step advice on how to design and write scientific research papers more clearly and effectively to improve their chances for successful publication at the recently held conference in Washington, DC. Learn what editors want, what they don't want and how reviewers evaluate manuscripts by reviewing slides from the session.

SLAS2015 JALA & JBS Author Workshop: How to Get Your Work Published

SLAS (Society for Laboratory Automation and Screening)

Critique Template for a Mixed-Methods Study NURS 6052 Week 6 Assignment: Application: Critiquing Quantitative, Qualitative, or Mixed Methods Studies (due by Day 7 of Week 7) Date: FORMTEXT Your name: FORMTEXT Article reference (in APA style): FORMTEXT URL: FORMTEXT What is a critique? Simply stated, a critique is a critical analysis undertaken for some purpose. Nurses critique research for three main reasons: to improve their practice, to broaden their understanding, and to provide a base for the conduct of a study. When the purpose is to improve practice, nurses must give special consideration to questions such as these: · Are the research findings appropriate to my practice setting and situation? · What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness? · How might a proposed change in practice trigger changes in other aspects of practice? To help you synthesize your learning throughout this course and prepare you to utilize research in your practice, you will be critiquing a qualitative, quantitative, or mixed-methods research study of your choice. If the article is unavailable in a full-text version through the Walden University Library, you must e-mail the article as a PDF or Word attachment to your Instructor. MIXED-METHODS RESEARCH CRITIQUE 1. Research Issue and Purpose What is the research question or issue of the referenced study? What is its purpose? (Sometimes ONLY the purpose is stated clearly and the question must be inferred from the introductory discussion of the purpose.) 1. Researcher Pre-understandings and / or Hypotheses and Research Questions Does the article include a discussion of the researcher’s pre-understandings? What does the article disclose about the researcher’s professional and personal perspectives on the research problem? What are the hypotheses (or research questions/objectives) of the study? (Sometimes the hypotheses or study questions are listed in the Results section, rather than preceding the report of the methodology used. Occasionally, there will be no mention of hypotheses, but anytime there are inferential statistics used, the reader can recognize what the hypotheses are from looking at the results of statistical analysis.) 2. Literature Review What is the quality of the literature review? Is the literature review current, relevant? Is there evidence that the author critiqued the literature or merely reported it without critique? Is there an integrated summary of the current knowledge base regarding the research problem, or does the literature review contain opinion or anecdotal articles without any synthesis or summary of the whole? (Sometimes the literature review is incorporated into the introductory section without being explicitly identified.) 3. Theoretical or Conceptual Framework Is a theoretical or conceptual framework ide.

Critique Template for a Mixed-Methods StudyNURS 6052Week 6 A.docx

faithxdunce63732

Study Design Tridandapani 2016

evadew1

Preparing to Defend Your Research

Statistics Solutions

Critique Template for a Mixed-Methods Study NURS 5052/NURS 6052 Week 6 Assignment: Application: Critiquing Quantitative, Qualitative, or Mixed Methods Studies (due by Day 7 of Week 7) Date: FORMTEXT Your name: FORMTEXT Article reference (in APA style): FORMTEXT URL: FORMTEXT What is a critique? Simply stated, a critique is a critical analysis undertaken for some purpose. Nurses critique research for three main reasons: to improve their practice, to broaden their understanding, and to provide a base for the conduct of a study. When the purpose is to improve practice, nurses must give special consideration to questions such as these: · Are the research findings appropriate to my practice setting and situation? · What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness? · How might a proposed change in practice trigger changes in other aspects of practice? To help you synthesize your learning throughout this course and prepare you to utilize research in your practice, you will be critiquing a qualitative, quantitative, or mixed-methods research study of your choice. If the article is unavailable in a full-text version through the Walden University Library, you must e-mail the article as a PDF or Word attachment to your Instructor. MIXED-METHODS RESEARCH CRITIQUE 1. Research Issue and Purpose What is the research question or issue of the referenced study? What is its purpose? (Sometimes ONLY the purpose is stated clearly and the question must be inferred from the introductory discussion of the purpose.) 1. Researcher Pre-understandings and / or Hypotheses and Research Questions Does the article include a discussion of the researcher’s pre-understandings? What does the article disclose about the researcher’s professional and personal perspectives on the research problem? What are the hypotheses (or research questions/objectives) of the study? (Sometimes the hypotheses or study questions are listed in the Results section, rather than preceding the report of the methodology used. Occasionally, there will be no mention of hypotheses, but anytime there are inferential statistics used, the reader can recognize what the hypotheses are from looking at the results of statistical analysis.) 2. Literature Review What is the quality of the literature review? Is the literature review current, relevant? Is there evidence that the author critiqued the literature or merely reported it without critique? Is there an integrated summary of the current knowledge base regarding the research problem, or does the literature review contain opinion or anecdotal articles without any synthesis or summary of the whole? (Sometimes the literature review is incorporated into the introductory section without being explicitly identified.) 3. Theoretical or Conceptual Framework Is a theoretical or conceptual fra.

Critique Template for a Mixed-Methods StudyNURS 5052NURS 6052.docx

annettsparrow

NUR 3846 Miami Dade College Dorothy E Johnson Theory Critique.docx

stirlingvwriters

Methods: Searching & Systematic Reviews

University of Michigan Taubman Health Sciences Library

Intro to research.i

Swati Patanwal

Thomas Cayton Grad Resume CA

Thomas Cayton

Critique Template for a Qualitative Study NURS 5052/NURS 6052 Week 6 Assignment: Application: Critiquing Quantitative, Qualitative, or Mixed Methods Studies (due by Day 7 of Week 7) Date: FORMTEXT Your name: FORMTEXT Article reference (in APA style): FORMTEXT URL: FORMTEXT What is a critique? Simply stated, a critique is a critical analysis undertaken for some purpose. Nurses critique research for three main reasons: to improve their practice, to broaden their understanding, and to provide a base for the conduct of a study. When the purpose is to improve practice, nurses must give special consideration to questions such as these: · Are the research findings appropriate to my practice setting and situation? · What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness? · How might a proposed change in practice trigger changes in other aspects of practice? To help you synthesize your learning throughout this course and prepare you to utilize research in your practice, you will be critiquing a qualitative, quantitative, or mixed-methods research study of your choice. If the article is unavailable in a full-text version through the Walden University Library, you must e-mail the article as a PDF or Word attachment to your Instructor. QUALITATIVE RESEARCH CRITIQUE 1. Research Issue and Purpose What is the research question or issue of the referenced study? What is its purpose? (Sometimes ONLY the purpose is stated clearly and the question must be inferred from the introductory discussion of the purpose.) 2. Researcher Pre-understandings Does the article include a discussion of the researcher’s pre-understandings? What does the article disclose about the researcher’s professional and personal perspectives on the research problem? 3. Literature Review What is the quality of the literature review? Is the literature review current, relevant? Is there evidence that the author critiqued the literature or merely reported it without critique? Is there an integrated summary of the current knowledge base regarding the research problem, or does the literature review contain opinion or anecdotal articles without any synthesis or summary of the whole? (Sometimes the literature review is incorporated into the introductory section without being explicitly identified.) 4. Theoretical or Conceptual Framework Is a theoretical or conceptual framework identified? If so, what is it? Is it a nursing framework or one drawn from another discipline? (Sometimes there is no explicitly identified theoretical or conceptual framework; in addition, many “nursing” research studies draw on a “borrowed” framework, e.g., stress, medical pathology, etc.) 5. Participants Who were the participants? Is the setting or study group adequately described? Is the setting appropriate for the research question? What type of.

Critique Template for a Qualitative StudyNURS 5052NURS 6052We.docx

mydrynan

Faces of Success: Terence Ho ccp13

bio-link

Semelhante a The Anatomy of a Lab Practical and the Dissection of the Results (20)

The Anatomy of a Lab Practical and the Dissection of the Results

Research made easy

Translating research experiences to employability skills: using evidence to m...

Research problem

Aspiring Scientist And Core Competencies

Critique Template for a Qualitative StudyCritiquing Qualit.docx

How to write good abstract

Resume

NURS201 - May 2013

SLAS2015 JALA & JBS Author Workshop: How to Get Your Work Published

Critique Template for a Mixed-Methods StudyNURS 6052Week 6 A.docx

Study Design Tridandapani 2016

Preparing to Defend Your Research

Critique Template for a Mixed-Methods StudyNURS 5052NURS 6052.docx

NUR 3846 Miami Dade College Dorothy E Johnson Theory Critique.docx

Methods: Searching & Systematic Reviews

Intro to research.i

Thomas Cayton Grad Resume CA

Critique Template for a Qualitative StudyNURS 5052NURS 6052We.docx

Faces of Success: Terence Ho ccp13

Mais de ExamSoft

Presented by Dan Thompson, Sr. Manager of Education and Assessment, ExamSoft Worldwide Computer-based assessment software is traditionally used to assess student performance, not necessarily drive new learning. Why stop there? There is an untapped potential in how these programs are utilized to affect more than just student evaluation. Educators can work smart and not hard by using assessment software as a method of content delivery, while still taking advantage of the valuable exam delivery and data aggregation features. This presentation addresses the process of using computer-based assessment software as a way to deliver content while simultaneously assessing students and providing immediate feedback on their performance.

More Than Assessment: Using computer-based testing software to deliver instru...

ExamSoft

Presented by: Ainslie Nibert, Associate Dean and Associate Professor, at Texas Women's University College of Nursing This webinar will help your create critically-thinking test items for this semester’s exams. Item types covered will include: Single-answer Multiple Choice; Select-all-that-Apply (Multiple Response); Fill-in-the-Blank; Hot Spot; Chart Type (Exhibit Item); Drag-and-Drop (Prioritized or Ordered Response); and items enhanced with Audio files and/or Graphic images. You’ll also obtain a quick refresher on how to use student response data from these new questions to guide future editing, so that you can receive a bonus benefit from your item writing efforts. By including the alternative item types in your teacher-made exams, you can be assured that your students will gain valuable experience (and less anxiety) with answering these types of items presented in all of the different formats that they will see on their licensure exams.

Creating Test Items Using NCLEX® Alternative Item Types

ExamSoft

Presented by: Dan Thompson, Sr. Manager of Education and Assessment, ExamSoft Worldwide At the conclusion of each exam, a wealth of student assessment data is immediately available to faculty. The short term value of this data is evident - evaluate individual question performance. However, that’s only the beginning. Assessment data provides opportunities for in-depth analysis on course, curricular, and instructional method performance. Furthermore, specific performance data can be distributed to students to drive their self-assessment and focused study plans. This presentation addresses the process of using assessment data to make tangible changes to improve instructional and student outcomes.

Psychometrics 201: Putting assessment data into action

ExamSoft

Presented by: Carla D. Hernandez, Assessment Coordinator, and Anthony C. Marziliano, Associate Director of Assessment, and Marc E. Gillespie, Ph.D., Professor, Associate Dean for Graduate Education and Research, St. John's University College of Pharmacy & Health Sciences Professional health science programs must now explicitly identify interprofessional education (IPE) activities that provide unique opportunities for student-to-student engagement. Offering IPE activities is essential to advance education in these fields. We actively identify IPE possibilities and a methodology to assess them using ExamSoft’s categorization system. Our faculty are content experts and are in the best position to categorize test-items with national exam blueprints, the essential hierarchical ontologies that drive programs. Blueprints contain goals, outcomes, knowledge domains, professional skills and attributes often required for proficiency in specific health care professions. Mapping between different program blueprints allows the College to identify parts of the curriculum that are shared between programs and are ideal targets for IPE efforts. We provide worked examples where we observed overlapping terms that serve as an impetus for faculty and administrators to capitalize, creating IPE opportunities. By the very nature of this activity, overlapping terms are associated with test items that can be used to establish a pre-IPE activity baseline, as well as, assess the IPE activity itself. Synergistic assessment of shared goals and outcomes (using ExamSoft categories) helps us prepare our students to be outstanding health care professionals in the 21st century.

Programs Coming Together Using ExamSoft to assess interprofessional education...

ExamSoft

Presented by: Dan Thompson, Sr. Manager of Education and Assessment, ExamSoft Worldwide Appropriately aligning your course from learning objectives through summative assessments is vital to creating an atmosphere that promotes student success. Additionally, constructing a course that communicates expectations to students while teaching and assessing at the appropriate academic level has several benefits beyond the classroom. The simple process of proactively mapping exam items to the proper measurable categories establishes an organizational structure to achieve these curricular and individual course goals. This presentation addresses the process of aligning all course components while mapping exam items as a method to improve student outcomes and map the curriculum for institutional success and accreditation requirements.

5 Tips for Course Alignment: Improve student outcomes while mapping your curr...

ExamSoft

Presented by: Dan Thompson, Sr. Manager of Education and Assessment, ExamSoft Worldwide With the new semester quickly approaching, it can be difficult to make changes that positively impact teaching and learning. Fortunately, student assessment data from the previous iteration of your course can be used to make quick, yet impactful changes that will positively affect student outcomes. From appropriately aligning your teaching with assessments, to ensuring exams are optimally constructed, there’s still time to make small tweaks that will have big rewards – improved student outcomes. This presentation addresses how to work smart, not hard in using existing exam data to create meaningful improvements for the upcoming semester.

Last Minute Tips to Positively Impact Your Students This Semester

ExamSoft

Presented by: Dr. Sherri Ward, Clinical Instructor, University of Arkansas for Medical Sciences College of Nursing Baccalaureate Program Using the NCLEX-RN exam blueprint as a guide for building tests throughout the curriculum allows students to be best prepared for this licensure exam. In order for the NCLEX-RN exam blueprint to be mimicked, assigning Client Needs and Bloom's categories is necessary. Longitudinal reports across curriculum that identifies a student's strengths and weaknesses in regards to the NCLEX-RN blueprint guide the student in their studies for the licensure exam and hopefully lead them to a passing score at first attempt.

Using the NCLEX RN Blueprint as a Guide for Testing in a Nursing Baccalaureat...

ExamSoft

Presented by: Aimee Badeaux, Program Director, Franciscan Missionaries of Our Lady University Nurse Anesthesia Program. According to national nurse anesthesia program accreditation requirements, all nurse anesthesia students must participate in simulated clinical experiences, designed for competency attainment, competency assessment, or competency maintenance. This presentation will focus on the assessment and grading of final patient care simulation scenario via the use of Exam Soft rubrics, while showcasing software capabilities (ease of rubric creation, grading with multiple faculty members, release of rubric to student learner).

Check, Check, Check in the Simulation Lab

ExamSoft

Presented by: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.

Retiring Exam Questions? How to Use These Items in Formative Assessments

ExamSoft

Presented by: Teresa Darnall, Assistant Dean, Lees-McRae College, May School of Nursing and Health Sciences Undergraduate nursing educators utilize a variety of tools to evaluate achievement of student competencies in the NCLEX Test Plan categories. In this webinar, Dr. Darnall will review the quality improvement method developed in her school of nursing to drive faculty accountability in testing the course content, evaluation of data from course examinations, and how to utilize this data in quality improvement activities.

Using ExamSoft to Evaluate NCLEX Test Plan Success

ExamSoft

Presented by Shaheen Miller, Administrative Coordinator, UCF College of Medicine At the UCF College of Medicine, we use ExamSoft Rubrics to assess first and second year medical students for our unique research program called FIRE (Focused Inquiry Research Experience). All students are required to complete a 2-year research project on a topic of their choice in the field of Medicine/Health. We use the ExamSoft Rubrics platform to assess students' papers in the first year and posters in the second year. Students receive formative (not graded) and summative (graded) feedback from peers, faculty, statistician, and librarian. This webinar will explore how to create and administer these assessments of student learning.

Using ExamSoft Rubrics to Assess Student Medical Research

ExamSoft

Presented by Ainslie Nibert, Associate Dean and Associate Professor, Texas Woman's University College of Nursing This webinar assists with creating critical-thinking test items for all of your exams. You’ll obtain valuable student response data from these new questions that can guide future editing, and help you obtain the greatest benefit from your authoring efforts. By performing a systematic item analysis after each exam, you can pinpoint students’ knowledge gaps, which will help you focus your item writing on those course objectives that are globally misunderstood or ignored. In addition to reviewing item writing techniques, we’ll also cover the advantages of using electronic test blueprints to establish test validity and tie your assessments to your overall program objectives.

Improve your test item writing skills to help create better nursing exams

ExamSoft

Presented by Eric Ermie, Vice President of Sales, ExamSoft Worldwide Keep it? Throw it out? Content/teaching issue? Bad question? Too easy? Too hard? What the heck? More than likely you have asked some or all of these questions at one point or another when trying to understand the performance of questions on an assessment. With differing opinions on how to interpret the statistics provided, how do you know what all this data is trying to tell you? Join us for a webinar on the fundamentals of item analysis, how the data is derived, and the different ways they can be interpreted. This presentation will cover how to put data into a useful context that will allow you to draw your own conclusions on what it means, how you should apply them, and why you should ignore rules that others may use for their specific situation.

Psychometrics 101: Know What Your Assessment Data is Telling You

ExamSoft

Presented by Kelly McCarthy, Assistant Director of Assessment, University of South Florida Morsani College of Medicine Data-driven instruction is the mantra in today’s educational landscape. Programs must find ways to effectively assess, analyze, and act to improve curricular and instructional practices. Although the need for evaluation processes is well-documented, developing the systems by which to review and assess teaching and learning is challenging for most educational programs. In this webinar, we will discuss how a team of medical and biomedical faculty and staff developed an assessment monitoring system utilizing the category tool within ExamSoft. Presentation of critical outcomes will include: (1) the system design and implementation plan- including faculty recruitment and the roles and responsibilities of those involved with the project, (2) the development of targeted reporting - both for university leadership and students, and (3) how results from the project were used to improve discipline- and organ system-specific curriculum initiatives within the college. While the information in this presentation focuses on a medical education context, the material presented could be modified and used in a variety of educational disciplines.

From Conception to Execution: Strategies for designing and implementing a com...

ExamSoft

Presented by Ashley Castleberry, Director of Assessment and Assistant Professor, University of Arkansas for Medical Sciences College of Pharmacy When investing in new technology, everyone asks: "What's in it for me?". This session will highlight the benefits of ExamSoft reporting and assessment capabilities from the student view as well as the faculty view. Additionally, comprehensive longitudinal data from courses and entire programs will be presented to demonstrate the value of advanced assessment methods using ExamSoft across a curriculum for accreditation purposes. Example student report cards and exam reports will be shared as well as some additional features that you might not know you have at your fingertips.

What's in it for me-- said the student, faculty, and curriculum

ExamSoft

"What's in it for me?" said the Student, Faculty, and Curriculum

ExamSoft

Presented by Karen Bobak, DC, EdD, Dean of Chiropractic, and Wendy Maneri, MS, DC, Associate Dean of Chiropractic Clinical Education and Health Centers, of New York Chiropractic College, discussed ways to effectively assessing student competency in a clinical setting is an essential element in professional healthcare education. Effectively assessing student competency in a clinical setting is an essential element in professional healthcare education. Moreover, the use of assessment data to improve student learning is essential in order to meet program goals, professional standards, and provide quality patient care. Examples of strategies used to develop and implement a process of assessment / analysis / communication and change will be shared. Participants will be encouraged to develop a process framework while considering the challenges and opportunities that exist within their programs.

Closing the Loop on Clinical Competency Based Assessments

ExamSoft

Presented by Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences Exam statistics are far more than an evaluation of student knowledge and retention. Assessment data provide limitless insights into curricular structure, our performance as instructors, and teaching methods. While there is great utility in reviewing how we can improve our teaching and assessment methods, we are selling ourselves short as professionals if we stop there. The robust statistics that can be extracted from student assessment can also be used for scholarly research projects and to prove our successes in the classroom. This presentation will address the process of utilizing ExamSoft categorization techniques to both harness useful exam statistics and then apply them in data-driven research projects—creating scholarly activities to build a professional portfolio and prepare for promotion and tenure.

Using Exam Data for Scholarly Activities

ExamSoft

Presented by Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences ExamSoft has long been the go-to platform for educators looking for a secure testing environment and assessment reporting tool. But what about the need to increase communication among faculty, staff, administration, students, and even parents? With so many individuals (and moving parts) involved in the teaching and learning process, the ability to quickly and accurately communicate exam information is paramount to student success. ExamSoft can be used as a secure form of mass communication to get the necessary information to the appropriate people to support student learning as it as happening, not after it is too late. This presentation illustrates how to create an environment in ExamSoft that allows for the constant and instantaneous flow of student assessment performance data within an institution and at home. With this process, immediate positive reinforcement and/or remediation can be implemented to create a proactive learning atmosphere for students that will ultimately lead to improved outcomes.

Communication is Key! Using ExamSoft to Keep Everyone Involved In the Teachin...

ExamSoft

Presented by Dr. Aimee Strang, Assistant Dean for Curricular Assessment, Albany College of Pharmacy and Health Sciences ExamSoft is known for being a secure testing platform for all types of educational programs or licensing bodies. However, regardless of the precautions taken, students are extremely creative and still find ways around the system. This presentation will focus on best exam creation and test building practices to minimize cheating. We will cover items related to item writing, exam posting, remote deletion, proctor checks, day-of set up and more.

Stop the cheating! best practices to minimize security risks on exams

ExamSoft

Mais de ExamSoft (20)

More Than Assessment: Using computer-based testing software to deliver instru...

Creating Test Items Using NCLEX® Alternative Item Types

Psychometrics 201: Putting assessment data into action

Programs Coming Together Using ExamSoft to assess interprofessional education...

5 Tips for Course Alignment: Improve student outcomes while mapping your curr...

Last Minute Tips to Positively Impact Your Students This Semester

Using the NCLEX RN Blueprint as a Guide for Testing in a Nursing Baccalaureat...

Check, Check, Check in the Simulation Lab

Retiring Exam Questions? How to Use These Items in Formative Assessments

Using ExamSoft to Evaluate NCLEX Test Plan Success

Using ExamSoft Rubrics to Assess Student Medical Research

Improve your test item writing skills to help create better nursing exams

Psychometrics 101: Know What Your Assessment Data is Telling You

From Conception to Execution: Strategies for designing and implementing a com...

What's in it for me-- said the student, faculty, and curriculum

"What's in it for me?" said the Student, Faculty, and Curriculum

Closing the Loop on Clinical Competency Based Assessments

Using Exam Data for Scholarly Activities

Communication is Key! Using ExamSoft to Keep Everyone Involved In the Teachin...

Stop the cheating! best practices to minimize security risks on exams

Último

Google Gemini An AI Revolution in Education.pptx

Dr. Sarita Anand

General Principles of Intellectual Property: Concepts of Intellectual Proper...

Poonam Aher Patil

On National Teacher Day, meet the 2024-25 Kenan Fellows

Mebane Rash

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

MaritesTamaniVerdade

Accessible Digital Futures project (20/03/2024)

Jisc

Python Notes for mca i year students osmania university.docx

Ramakrishna Reddy Bijjam

Making communications land - Are they received and understood as intended? webinar Thursday 2 May 2024 A joint webinar created by the APM Enabling Change and APM People Interest Networks, this is the third of our three part series on Making Communications Land. presented by Ian Cribbes, Director, IMC&T Ltd @cribbesheet The link to the write up page and resources of this webinar: https://www.apm.org.uk/news/making-communications-land-are-they-received-and-understood-as-intended-webinar/ Content description: How do we ensure that what we have communicated was received and understood as we intended and how do we course correct if it has not.

Making communications land - Are they received and understood as intended? we...

Association for Project Management

Application orientated numerical on hev.ppt

RamjanShidvankar

Single or Multiple melodic lines structure

dhanjurrannsibayan2

How to Give a Domain for a Field in Odoo 17

Celine George

Holdier Curriculum Vitae (April 2024).pdf

agholdier

SOC 101 Demonstration of Learning Presentation

camerronhm

Wizards are very useful for creating a good user experience. In all businesses, interactive sessions are most beneficial. To improve the user experience, wizards in Odoo provide an interactive session. For creating wizards, we can use transient models or abstract models. This gives features of a model class except the data storing. Transient and abstract models have permanent database persistence. For them, database tables are made, and the records in such tables are kept until they are specifically erased.

How to Create and Manage Wizard in Odoo 17

Celine George

𝐋𝐞𝐬𝐬𝐨𝐧 𝐎𝐮𝐭𝐜𝐨𝐦𝐞𝐬: -Discern accommodations and modifications within inclusive classroom environments, distinguishing between their respective roles and applications. -Through critical analysis of hypothetical scenarios, learners will adeptly select appropriate accommodations and modifications, honing their ability to foster an inclusive learning environment for students with disabilities or unique challenges.

Understanding Accommodations and Modifications

MJDuyan

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

Nguyen Thanh Tu Collection

FSB Advising Checklist - Orientation 2024

Elizabeth Walsh

This PowerPoint helps students to consider the concept of infinity.

christianmathematics

Sociology 101 Demonstration of Learning Exhibit

jbellavia9

Spellings Wk 3 English CAPS CARES Please Practise

AnaAcapella

Explore the world of IT certification with CompTIA. Discover how the CompTIA Security+ Book SY0-701 can elevate your cybersecurity expertise and open doors to new career opportunities. This PDF provides essential insights into the CompTIA Security+ certification, guiding you through exam preparation and showcasing the benefits of becoming CompTIA-certified. Download now to embark on your journey to IT excellence with CompTIA.

ComPTIA Overview | Comptia Security+ Book SY0-701

bronxfugly43

The Anatomy of a Lab Practical and the Dissection of the Results

1. The Anatomy of a Lab Practical and the Dissection of the Results Elizabeth Spudich, PhD and Kathy Day, MS

2. Objectives Recall the concepts of reliability and validity in testing. Gain an understanding of the unique challenges in using biological materials in testing. Design your ExamSoft database to effectively control for the additional variables inherent in the lab practical. Design questions and testing procedures to improve and assure validity in practical exams.

3. The Team Elizabeth Spudich, PhD Assistant Professor, Department of Pathology, Anatomy, & Cell Biology Thomas Jefferson University Christine Wade, PT, EdD Associate Professor, Department of Physical Therapy Thomas Jefferson University Kathy Day, MS, RRT, RPFT Senior Instructional Designer, Center for Teaching and Learning Thomas Jefferson University

4. The Anatomy of a Lab Practical… Room layout and the movement through stations Timers, timing and ExamSoft The challenges of anatomy specimens • Normal deviations/pathology • Prosection/student dissection • Degradation of specimen over time

10. …and the Dissection of the Results Reliability • Categories, Categories, Categories • Specimen database • Question creation/retirement Question Design • Fill in the blank vs multiple choice • Case study/branching Longitudinal analysis

11. Click to edit Master title style Click to edit Master subtitle style For More Information: Call: 1.866.429.8889 Email: info@examsoft.com Visit: learn.examsoft.com

The Anatomy of a Lab Practical and the Dissection of the Results

Recomendados

Recomendados

Mais conteúdo relacionado

Destaque

Destaque (18)

Semelhante a The Anatomy of a Lab Practical and the Dissection of the Results

Semelhante a The Anatomy of a Lab Practical and the Dissection of the Results (20)

Mais de ExamSoft

Mais de ExamSoft (20)

Último

Último (20)

The Anatomy of a Lab Practical and the Dissection of the Results