ASHA Conference Louisville, KY October 15, 2011

1. ASHA Conference Louisville, KYOctober 15, 2011 Transforming Teaching and Learning in Health Education by Developing Cognitively Complex Assessment Items Nancy Hudson, Coordinator of the Health Education Assessment Project (HEAP), CCSSO Kathleen Middleton, President, ToucanEd, Inc.

2. Objectives for this session At the end of the session, participant will be able to: • Describe how Bloom’s Revised Taxonomy (BRT) formed the foundation for the HEAP assessment progressions of increasing cognitive complexity • Apply the training procedures for HEAP’s cognitive complexity progressions teaching tool • Analyze the potential for application for use in pre-service and in-service settings.

3. The Process • HEAP Members wanted to develop more cognitively demanding assessment items for formative assessment • Recognized that training was needed • Chose to develop sets of items based on the BRT & NHES • Members of the HEAP’s Item Development Committee led the effort. Modified existing HEAP constructed responses • Reviewed by Lorin Anderson. Cog sets revised and finalized based on his suggestions • Collaboratively developed through the HEAP’s Web-based System Item Development Tool • HEAP members determined the training process • ToucanEd designed and published the Cog Set Training Kit

7. Example- AI Cog Set • Scenario Set-up: Heidi's class has been asked to create a bulletin board display on preventing HIV/AIDS. Heidi and her classmates have identified the local health department and MTV as sources of information. She has also identified the following criteria to determine if these resources are valid sources of information: • Validity Criteria* Currency – the timeliness of the information* Relevance – the importance of the information for your needs* Authority – the source of the information* Accuracy – the reliability, truthfulness, and correctness of the information content* Purpose – the reason the information exists.

8. Progression of Prompts • Understanding: In your own words, explain the meaning of each criterion Heidi used to determine the validity of the sources she chose. • Applying: Illustrate how Heidi would use validity criteria to determine if the sources she chose are valid. • Analyzing: Differentiate the two sources of information on HIV/AIDS based on validity criteria. • Evaluating: Evaluate each source in terms of their validity, justifying your judgment. • Creating: Create a bulletin board display of sources that provide information on preventing HIV/AIDS. Your bulletin board should contain valid sources of information and types of services that students can access to prevent HIV. Prepare a summary of the process you used to determine the validity of your sources.

9. Time for You to Experience the Results of our Efforts

10. Questions and Resources • Did you find this exercise helpful? • How might you use this in your education setting? • What might you need to further your capacity to use this resource? • This PPT can be found on the HEAP website – http://scassheap.org • Another example of the cog sets can be found on this site too, as well as lots of free resources • The Cog Sets Training Sets are available through ToucanEd – www.toucaned.com/HEAP

11. Coming Together For a Brighter Future www.ccsso.org On twitter: @ccsso