FACULTY DEVELOPMENT MODULE ON ASSESSMENT. Harford Community College Nursing Faculty Orientation 2007 - 2008. INTRODUCTION. Evidence-based teaching. If learning is essential, using effective teaching strategies is a key skill needed by educators.
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FACULTY DEVELOPMENTMODULE ON ASSESSMENT
Harford Community College
Nursing Faculty Orientation
2007 - 2008
Evidence-based teaching practice (EBTP)
Should involve systematic study of:
teaching strategies; learning processes; learner characteristics; learner outcomes; academic success; effects of technology; organization of curriculum; theory verification; measurement and methodological issues; educational program standards; and administrative effectiveness.
(NLN, Shaping the Future, spring 2004)
Value of the scholarship of teaching
You will be invited to discuss your own goals for scholarship of teaching with Director Putland and Dean Wrobel as you continue your orientation. Now please continue this module by continuing to the next slide.
Transforming Nursing Education
Innovation in Nursing Education: A Call to Reform (NLN, 2003)
“Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow”
“Innovation is the ability to see change as an opportunity – not a threat.”
“When complexity and ambiguity make progress difficult, transformational leaders seek novel solutions to problems using creativity and intuition. They facilitate the work of others and empower their success.”
Joel, L. in Andersen, C., 1999.
The National League for Nursing Board of Governors, after input from nurse educators in all types of programs, issued the following two position statements to lay a framework for national debate and to guide curriculum development initiatives in the early 21st century. Please read the two position statements found at the web addresses below and then complete Activity 1 included in your workbook of this module presentation.
Challenges Facing Nurse
Purpose of this Module on Assessment
Therefore the purpose of this orientation module is to provide a beginning framework for self-assessment of one’s knowledge base related to effective teaching and learning.
Principles of Good Assessment
identifies readiness to learn and unique learning needs
utilizes resources and empowers
success for life-long learning
uses appropriate assessments
Resources for Faculty via web resources to promote student success on HCC website at:
Resources for Students and Faculty available regarding pre-nursing requirements for admission at:
FERPA Family Educational Rights and Privacy Acts
Go to Harford Community College
website for this important orientation
Teaching & Learning for Different Levels of Thinking Skills
Cognitive…... Psychomotor….. Affective
Adapted from University of Hawaii, Honolulu Community College (HCC) new faculty training courses
Assessing and Evaluating Domains of Learning
Cognitive…... Psychomotor….. Affective
Adapted from NLN educational program, Innovative Teaching Strategies, by Mahoney, P. & Ortelli, T. NSNA Pre-Convention Faculty Workshop in Anaheim, CA, April 11, 2007.
Hierarchy of cognitive/thinking skills determine objective terminology
It is important for new faculty to understand the taxonomy behind objective levels used in education. The most widely used taxonomy of cognitive domains of learning was developed in the mid-1950’s by Benjamin Bloom.
Knowledge of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures):Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information.
Outcome verbs in knowledge level objectives: define; describe; enumerate; identify; label; list; match; name; read; record; reproduce; select; state; or view.
Comprehension of grasping (understanding) the meaning of informational materials.
Outcome verbs in comprehension level objectives: classify; cite; convert; describe; discuss; estimate; explain; generalize; give examples; make sense out of; paraphrase; restate (in own words); summarize; trace; or understand.
Applicationof previously learned information in new and concrete situations to solve problems that have single or best answers.
Outcome verbs in application level objectives:
act; administer; articulate; assess; chart; collect; compute; construct; contribute; control; determine; develop; discover; establish; extend; implement; include; inform; instruct; operationalize; participate; predict; prepare; preserve; produce; project; provide; relate; report; show; solve; teach; transfer; use; or utilize.
Analysis is the breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations.
Outcome verbs in analysis level objectives:
break down; correlate; diagram; differentiate; discriminate; distinguish; focus; illustrate; infer; limit; outline; point out; prioritize; recognize; separate; or subdivide.
Synthesis is creatively or divergently applying prior knowledge and skills to produce a new or original whole.
Outcome verbs in synthesis level objectives:
adapt; anticipate; categorize; collaborate; combine; communicate; compare; compile; compose; contrast; create; design; devise; express; facilitate; formulate; generate; incorporate; individualize; initiate; integrate; intervene; model; modify; negotiate; plan; progress; rearrange; reconstruct; reinforce; reorganize; revise; structure; substitute; or validate.
Evaluation is judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers.
Outcome verbs in evaluation level objectives:
appraise; compare and contrast; conclude; criticize; critique; decide; defend; interpret; judge; justify; reframe; or support.
Bloom’s Taxonomy as a Basis for Writing Objectives and Assessments in HCC Courses
Activity Two and Three
HCC Curriculum Review Process
Curriculum content is guided by requirements of accrediting bodies (NLNAC and Middle States Association of Colleges and Schools) and the Maryland State Board of Nursing. To review the HCC Curriculum Review Process go to:
Evidence of validity comes from a triangulated view of goals/outcomes that confirms quality outcomes for students, faculty, and agency or staff employees.
Other Considerations and Synthesis and Application of Content
Thank you for participating in this Faculty Development Module on Assessment. While we cannot give you a graduate education in nursing education in one brief module, our hope is that we have provided a review and a baseline framework of terminology to help as you assess the course objectives in your class to guide your teaching, and prepare to assess and evaluate learning, as you begin your career at HCC. We’re glad you’re here!
The nursing faculty and administration at Harford
Community College in Bel Air, MD