Free Powerpoint Templates Page 1 Free Powerpoint Templates PERFORMANCE ASSESSMENT.

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PERFORMANCE ASSESSMENT


DEFINITION

• Performance assessment is a type of assessment that requires students to actually perform, demonstrate, construct, and/or develop a product or a solution under defined conditions and standard.


Levels of Performance

• Skill Acquisition• Skill Competency• Skill Proficiency


NATURE OF P A

PERFORMANCE

COMPETENCE

KNOWSKNOWS HOW

SHOWS HOW

DOES


DIFFERENCES BETWEEN TA AND PA

TRADITIONAL ASSESSMENT

• Curriculum drives assessment

• Contrived• Selection of

response

• Recall/recognition• Teacher structured• Indirect evidence

PERFORMANCE ASSESSMENT

• Assessment drives curriculum

• Real life• Performance of

task• Application• Student

structured• Direct evidence


CHARACTERISTICS OF PA

• HIGHER ORDER THINKING• AUTHENTICITY• INTEGRATIVE• PROCESS AND PRODUCT• DEPTH IN PLACE OF BREADTH


ELEMENTS OF PA

• A PERFORMANCE TASK

• FORMAT

• PREDETERMINED SCORING SYSTEM


STEPS IN CONDUCTING PA

1. Define the purpose2. Choose the activity3. Defining the criteria4. Create performance rubrics5. Assess the performance6. Provide feedback or remedial

teaching


USES OF PA

• DIAGNOSTIC• INSTRUCTIONAL• MONITORING


TYPES OF PA• ORAL INTERVIEWS• PROJECTS• EXPERIMENTS/DEMONSTRATIONS• PAPER AND PENCIL TESTS• PORTFOLIO• OSCE• OSATS• DOPS


RUBRICS

• A rubric is a scoring tool that is used to evaluate student work or performance

• Can be used to evaluate AND educate

• It is a quality continuum


Checklist Vs Rubric• Checklists do not have

judgment of quality.• Checklists can only be used

when “present or absent” is a sufficient criterion for quality.

• Rubrics include descriptors for each targeted criterion.

• Rubrics provide a scale which differentiates among the descriptors.


PARTS OF A RUBRIC

S ta nd a rd s o f E xce lle n ce C rite ria In d ica to rs

R u b ric


COMPONENT OF RUBRIC

• TASK DESCRIPTION:Eg; VALUING HUMAN BEINGS

PROFESSIONAL NURSING PRACTICE


STANDARDS OF EXCELLENCE• Degrees of quality.• Even number.• Language or numbers.• Weighting. Eg., novice, advanced beginner,

competent, proficient , expert dependent, novice, assisted,

supervised, self directed0 1 2 3 4 5


CRITERIA• The specific areas for

assessment.• Focus areas for instruction.• Clear and relevant.• Age appropriate.• Form and function represented.Eg; Enhances the dignity,

individuality and self esteem• Provides nursing care in a safe

environment


INDICATORS• Descriptors of level of performance for

the criteria.• Clear, observable language.• Clear to the learner.• Examples for learners.Eg; Informs and educates

individuals about their rights Seeks consent of individuals after

giving adequate and factual information


STEPS IN DEVELOPMENT OF RUBRIC

• Reflecting• Listing• Grouping and labeling• Application


Rubric Development: Reflecting• Reflect on the outcomes of the activity• How does the activity relate to what

you want students to learn?• What skills, knowledge, or attitudes

will students need to develop to accomplish the activity well?

• What evidence would students need to provide to complete the rubric?

• What are your highest/lowest expectations?


Rubric Development: Listing• List the outcomes that this activity

should foster• This is a brainstorm, you can

evaluate the items later


Rubric Development: Groupingand Labeling Dimensions

• Group similar or related performance outcomes to create dimensions

• Develop a label for each dimensions


Rubric Development: Groupingand Labeling Levels

• Then, draft a description of each level of performance you expect for each group of outcomes

• Start with the highest level, then lowest level, and then middle level(s)

• Label the levels for your scale


Rubric Components: Scale Levels

• Exemplary, proficient, marginal, unacceptable

• Distinguished, proficient, intermediate,novice

• Accomplished, average, developing, beginning

• Excellent, good, developing• 1, 2, 3,


Rubric Development: Application• Transfer the list and groupings to

the grid• Revise as needed


Types of rubric

• Holistic: Views product or performance as a whole; describes characteristics of different levels of performance. Criteria are summarized for each score level.

• Analytic: Separate facets of performance are defined, independently valued, and scored. Facets scored separately


• 3 - Excellent Researcher– included 10-12 sources – no apparent historical inaccuracies – can easily tell which sources information was

drawn from – all relevant information is included

• 2 - Good Researcher– included 5-9 sources – few historical inaccuracies – can tell with difficulty where information came

from – bibliography contains most relevant information

• 1 - Poor Researcher– included 1-4 sources – lots of historical inaccuracies – cannot tell from which source information came – bibliography contains very little information


Variations on a Themes

• Use check boxes for elements of levels to speed process

• Circle applicable elements in the description

• Rubric with check boxes• Rubric with circled elements• Scoring rubric


How does rubrics help?

• It is a feedback system for students to judge a product or performance.

• It is a feedback tool for teachers to provide clear, focused coaching to the learner.

• It is a system that promotes consistent and meaningful feedback over time


Issues in rubrics

• Special populations.• Applications for teaching “criteria”.• Developmental rubrics.• First and second draft.• Consistency across grades/departments.• Changing tasks.• Weighting for grades.• Report cards.


Tips for good rubrics• Use as many generalized rubrics as

possible.• If using pre-designed rubrics carefully

consider quality and appropriateness for your project.

• Aim for concise, clear, jargon-free language

• Limit the number of criteria, but• Separate key criteria. • Use key, teachable criteria.• Use concrete versus abstract and

positives rather than negatives

• Use measurable criteria


Tips for good rubrics

• Aim for an even number of levels– Create continuum between least and

most– Define poles and work inward– List skills and traits consistently across

levels• Include students in creating or adapting

rubrics• Consider using “I” in the descriptors


OSCE»OObjectivebjective

»SStructuredtructured

»CClinical linical

»EExaminationxamination


Objective: without bias. Use of checklist and training of

examiners ensures objectivity.

Structured: organized in a standardized way.

Clinical: the examination entails the clinical aspects of an

health worker.

Examination: An examination that declares

those who are competent to handle patients.


WHAT IS AN OSCE?

• Evaluation tool that allows people to be observed performing in many different clinical situations on tool that allows people to be observed performing in many different clinical situations


PERFORMANCE

OSCE

• E combines• Multiple observations• Standardization of content• Range of difficulty

• OSCE combines• Multiple observations• Standardization of content• Range of difficulty

KNOWS HOW

KNOWS

SHOWS HOW

DOES


KNOWS

KNOWS HOW

SHOWS HOW

DOES

Pro

fess

ion

al A

uth

enti

city

Knowledge

Skills & Attitudes

Miller et al., 1990


Goal of an OSCE

Help in the learning process of students

Produce competent health workers

Research and staff development.


SKILLS ASSESSED IN OSCE• interpersonal and communication skills• history-taking skills, physical

examination of specific body systems, mental health assessment

• clinical decision making, clinical problem-solving skills

• interpretation of clinical findings and investigations

• management of a clinical situation, including treatment and referral

• patient education , health promotion, acting safely and appropriately in an urgent clinical situation.


Station

• This is the region where the skill is demonstrated by the candidate

• The observer checks () against the skill shown in check list.


Station

OSCE test design


CarouselCarousel

Station 1Station 1Station 2Station 2 Station 3Station 3

Station 4Station 4

Station 5Station 5Station 6Station 6Station 7Station 7

ININ

OUTOUT


Observer sheet

Skill: giving injectionSkill: giving injection Yes Yes NoNo

1. Greets patient 2. Explains procedure3. Assembles equipment4. Withdraws Medicine and expels

air5. Swaps the correct area6. Inserts needle horizontally and

gently7. Propels medicine


Weight of skills

A mark is always provided against any correct maneuver.

However some (parts of) skills must be given more weight because of their importance!


Scoring the skill

• Tick behavior if adequate performance is observed

• Count the total score as indicated

• Divide the total score obtained against the total possible score FOR 100


Practical organization of OSCE

• The number of students to be assessed?

• The available staff members• The available workspace,

accommodation & equipment


Step 1Step 1

Organisation of OSCEOrganisation of OSCE

Step 2Step 2

Step 3Step 3

MonthsMonths

WeekWeek

DayDay

Initiation and basic preparation

The Week- & Day-Before Tasks

The Day-Itself Tasks


Step 1 monthsStep 1 months

Set dates of the OSCE Date(s) Staffing Observers Students Class

Test Subjects Facilities Rooms

Manikins Attributes


Step 2 weeksStep 2 weeks Identify the Stations Number of stations

Skill in each station Design Observer Sheet

Consent on grading Pass mark Failure allowed?

Secretarial Tasks Announcements

Roster design Task distribution


Step Step 3 days3 days Are all students involved properly

informed? Suspension of all classes, practicals etc? Is administration fully informed ? Are all OSCE staff members committed to

their tasks?

Organise the SET of the OSCE• Station Rooms, Requisites, Manikins,

Waiting Rooms• Security of the Content of the Stations

Final rehearsal & briefing of observers Programme in minute detail is distributed

THE DAY BEFORE OSCE


Typically… •5 minutes most common (3-20 minutes) •(minimum) 18-20 stations/2 hours for adequate reliability •Written answer sheets or observed assessed using checklists •Mix of station types/competences tested •Examination hall is a hospital ward •Atmosphere active and busy


OSCEs – reliable

• Less dependent on examiner’s foibles (as there are lots of examiners)

• Less dependent on patient’s foibles (as there are lots of patients)

• Structured marking• More stations … more reliable• Wider sampling – clinical, communication

skills


OSCEs – valid

• Content validity – how well sampling of skills matches the learning outcomes of the course

• Construct validity – people who performed well on this test have better skills than those who did not perform well

• Length of station should be “authentic”


Patients in OSCE

• Standardized patients:Persons who are trained to portray scripted patient presentations accurately and consistently across many encounters

SP encounters are credible and reliable

• Real patients


Implementation

•At each station, the person being assessed completes notes about the SP


Implementation•The scores from multiple informants across the stations or tasks are combined by the assessors to reach a final outcome determination


Role of Examiners - YES•Observe the performance of the trainee at a particular task•Score according to the marking scheme (get practice at marking)•Contribute to the good conduct of the examination


Role of Examiners - NO•Re-write the station•Interfere with the SP’s role•Design their own marking scheme•Teach


Practical considerations • Single rooms/hall with partitions• One rest for 40 minutes of assessment • Floor plan• Ideally each station – same duration • Signs• Floor map• Stopwatch and bell • Catering • Transport• Pay• Acknowledgement


Strengths•Measures clinical competence cross-sectionally using standardized means•Focuses on observable behaviors•Enables fairer peer comparison


Strengths•Allows for assessing complex competencies without endangering patients’ well-being•Encourages a collaborative assessment approach•Has the potential for peer feedback and assessment


Strengths•Has been extensively researched and found to be valuable for summative assessment•Provides valuable information for curriculum review


Do’s of OSCE for examiners• Check the name of the candidate

when they enter the station• Make yourself familiar with the

contents of the station prior to starting

• Arrive at least 30 mins before the start of the OSCE

• Make yourself familiar with the marking scheme for the particular station

• Follow the instructions and marking scheme. Do not deviate from this.


• Take account of student appearance/dress.

• Keep to the timing for the station

• Establish if a student has finished the station


Don’ts for OSCE examiners/students• Take up time with introducing

excessively • Ask the candidate additional

questions to those in the instructions

• Interrupt a candidate when they are talking

• Be afraid to ‘fail’ candidates• Give feedback to candidates on the

how well they have done on the station.

• Show a candidate their mark at the station


Don’ts for OSCE examiners/students

• Use a mobile phone whilst at the station

• Write anything down before the end of the station

• Ask candidate about how they did in other stations

• Talk to the simulated patient in an inappropriate manner


Challenges• Is challenging to create and administer• Is labor intensive• Is costly

•Only cost-effective when many individuals are examined at one administration


Challenges• Requires high demand of other resources

• SPs• Assessors• Time commitment •Physical resources


Challenges•Doesn’t provide longitudinal assessment • Doesn’t adequately tap complex skills requiring integrated professional judgment


Conclusion

• Performance Assessment may not be the panacea for all the ailments afflicting the evaluation system in the nursing profession. But it does give a sense of direction to the meandering evaluation system which has a tendency to focus more on the knowledge aspect of nursing. Nursing faculty need to wake up to this reform which is consuming the western nursing world so that we are on par with any other nursing professional in this world.

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