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MMM̙y___PPT10Y+D=' = @B +"y [O x p pX (     C B0e0eTitle 6"LFPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!Ԗ(`drs/shapexml.xmlUK8 /uIx0)&i[ {,d[NȒW3)ߗG6 )>zxww`JWR$$\&&ӆr)XB^&ĺq1M|jdJjj@U^fPj a SJJ?VʫDa0@:wSμ!xӘR.8/PM\{ת*!_4/OA,gh`G< b`2>wYUeݓeYޖeD>x0La~8 gs> vu9 )^2.P#-ʒ፲E/^[L & ̅#2mfL_o,p"|[aۥjNgwrIsύ[mu\rh06SS6|lwe'PK!74drs/downrev.xmlDN0EH5Hli u+BaRMqj&Xڌr`>V\+ؽ k,#yجOOVi;pNmEPABIˆ cWYg0jn:HKi`Ow /fx+_M5٣Kƛk^/I+Xeԩku>S/Q7\PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!Ԗ(`)drs/shapexml.xmlPK-!742drs/downrev.xmlPK;  O WCognitive Goals      rD0e0eRectangle 3  O Understand general guidelines for test construction. Define reliability. Define content validity. List several examination resources.    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Key: the correct (or best) answer to the item.0  +   MMM̙80___PPT10.&W"\[ p(      r0e0eRectangle 2  O ZSource of Test Items   <   r`0e0eRectangle 3  O vTest items should come from the course objectives and lesson plan. If you are testing information you have not directly covered in the class you should ensure students have been directed to this information via reading assignments, projects, or some other form of independent study.*C  C   MMM̙80___PPT10.&@X"[ VN6(  0   r0e0eRectangle 2  O j"Advantages of Written Examinations# #(#     r0e0eRectangle 3  O Can be used with a large number of students. Measures cognitive objectives. Provides for consistent scoring. Grading and compiling result is quicker than for other types of examinations.    MMM̙80___PPT10.&r'X"[ `X@(  3   r`0e0eRectangle 2  O m%Disadvantages of Written Examinations& &(&     r0e0eRectangle 3  O Time consuming to develop Difficult to develop adequate measurements for the higher order levels of the domains of learning Complex validation procedures< b  b   MMM̙80___PPT10.&BX"-[ m(  3   r 0e0eRectangle 2  O m%Disadvantages of Written Examinations& &(&     r 0e0eRectangle 3  O 4Could discriminate against students with reading difficulties. Poorly written items may evaluate a student s reading ability more than they evaluate knowledge of the material. Cannot measure skills performance. Questions can be asked about the procedure to perform, but the actual skill demonstration cannot be evaluated via this type of test.T? q #  ?q#X   MMM̙80___PPT10.&DuX"9[ y(  2   r@0e0eRectangle 2  O l$General Guidelines Test Construction% %'%     r`0e0eRectangle 3  O ATest must be related to objectives and developed from a blueprint. A blueprint is an outline for the test. Include test items on each objective. Decide the depth and breadth (level) to cover for each item.BC ( c C(c   MMM̙80___PPT10.& 5X"[ \T<(  )   r0e0eRectangle 2  O cExam Must Be Appropriate Type      r0e0eRectangle 3  O Considering your domain of learning and how far into the domain (high or low level or lever 1, 2 or 3) you want to go. This can help determine the appropriate instrument to use.*w ; w;   MMM̙80___PPT10.&3X"n[ (  '   r0e0eRectangle 2  O aPartial List of Suggestions   G   r0e0eRectangle 3  O 9Low level cognitive: multiple choice, matching, true/false, simple completion (fill-in-the-blank) or short answer essay, and oral exam. High level cognitive: long and short answer essay, fill-in-the-blank, some true/false and completion, oral exams, projects (case studies for example), and observational reports.: Z::   MMM̙80___PPT10.&@X"[ ME-(  '   r0e0eRectangle 2  O aPartial List of Suggestions      r 0e0eRectangle 3  O Low level psychomotor: rote skills, oral, and observational reports. High level psychomotor: situational scenarios, projects (designing scenarios for example), and observational reports.    MMM̙80___PPT10.&@X")[ i(  '   r0e0eRectangle 2  O aPartial List of Suggestions      r 0e0eRectangle 3  O <Low level affective: oral, short-answer essay, projects (opinion papers for example), and observational reports. High level affective: oral and situational scenarios, projects (group designed presentations for example), and observational reports.    MMM̙80___PPT10.&@X"[ G?'(  -   r0e0eRectangle 2  O gOrganize Exam in Logical Manner  (      r0e0eRectangle 3  O Group like items (similar content area) together on a written exam. Have questions follow a linear or logical sequence in an oral or situational (scenario based) examination.    MMM̙80___PPT10.&X"[ xpX(     r0e0eRectangle 2  O Q Timed Exams        r`0e0eRectangle 3  O ;Determine if timing the test is appropriate. When preparing for a timed licensure or certification exam. Mirror timing strategy of terminal exam in your preparatory exam. If the goal is for students to think or act quickly.*-  -   MMM̙80___PPT10.& |Y"[ =5 (  '   r0e0eRectangle 2  O aSuggested Timing Strategies      r`0e0eRectangle 3  O vOne minute per item for a standard multiple-choice test. Allow 2-3 minutes to read a scenario then one minute for each multiple choice question. Allow longer time to read a scenario and compose an essay answer. Allow longer time to respond to a situational skill than a rote one. Allow longer response time for a higher level question (in any domain) than a lower level one.H ZB Z ZBw   MMM̙80___PPT10.& |Y"[ WO07(     r@0e0eRectangle 2  O P Directions        r0e0eRectangle 3  O Provide clear complete directions about the test. Can or cannot write on the test. Use a pencil to fill in the answer sheet. Time limit. Whether or not breaks will be allowed during the test.*2  2   MMM̙80___PPT10.&0o1"[ ?7@(     r 0e0eRectangle 2  O Q Review Exam        r0e0eRectangle 3  O Have another instructor review the examination for clarity and completeness. Be sure exam is legible, free of typographical, grammatical, spelling and content errors.*M Z MZ   MMM̙80___PPT10.&Д2"[ 7/P(  0   r0e0eRectangle 2  O j"Be Consistent in Design Strategies# #(#     r0e0eRectangle 3  O Use all capitals or all lower case letters consistently throughout the test for both the key and distractors, both in the numbering strategy (a, b, c, d or A, B, C, D) and for the first word of the key and distracter. Be consistent in the use of punctuation. Use a consistent strategy to draw attention to material in the test. Be consistent with the use of underline, bold or italics..H : H:   MMM̙80___PPT10.&82"M[ `(  0   r0e0eRectangle 2  O j"Be Consistent in Design Strategies# #(#     r`0e0eRectangle 3  O WPosition key and distractors appropriately Observe for answers that build logically. If your answer choices are the letters "a," "b," "c" and "d," place them in that order. Place number answers in ascending or descending order.B+ *  +*   MMM̙80___PPT10.&82"[ !p(  !   r0e0eRectangle 2  O [Multiple Choice Exams      r 0e0eRectangle 3  O Common method of conducting formal and informal evaluation. Written national and state certification and licensing examinations are multiple choice.    MMM̙80___PPT10.&q2"[ ( (  6   r@0e0eRectangle 2  O p(Limitations Of Multiple Choice Questions) )()     r0e0eRectangle 3  O lBias cueing occurs from leading students to the correct answer by the way the stem is worded or from the grammar choices. Inadequate stems require students read all of the answer choices before selecting an answer. Negatively worded stems should be avoided. Students are used to looking for positively worded stems and can be tricked by (or misread) negative ones.. k km   MMM̙80___PPT10.&P2"u[ (  6   r0e0eRectangle 2  O p(Limitations Of Multiple Choice Questions) )()  ?   r@0e0eRectangle 3  O yQuestions should not build on previous questions information. Exception is in testing the sequencing of steps. Avoid questions written with a fill-in-the-blank segment in the middle of the stem. Difficult to read and the meaning may be skewed.T> 1 T 1 >1T1   MMM̙80___PPT10.&P2"[ (  6   r0e0eRectangle 2  O p(Limitations Of Multiple Choice Questions) )()  Z   r0e0eRectangle 3  O 4Avoid  all of the above or  none of the above as a distracter. Recognition of one other incorrect distractor immediately eliminates  all of the above as a possibility. Recognition of a couple distractors as correct (or possibly correct) leads the student to guess that  all of the above is the correct answer.  None of the above can be an alternative if the question is a mathematical (computational) one..A ZZ ZAZ   MMM̙80___PPT10.&P2"L[ (  6   r@0e0eRectangle 2  O p(Limitations Of Multiple Choice Questions) )()     r0e0eRectangle 3  O PWhen you need to combine answers to obtain a correct answer all of the possible combinations should be used to make up the distracters. Questions with only four options result in over fifteen answer combinations making this impractical. Overlapping responses are a problem. If the question asks for a range and one answer offers a single number it can be immediately eliminated. If distracters overlap into the range you are looking for it can be confusing to the student.F      MMM̙80___PPT10.&P2"[ (     r`0e0eRectangle 2  O XTrue / False Exams   n   rϚ0e0eRectangle 3  O Includes a complete statement and a two choice alternative of true or false. Limitations: Item must be limited to the two choices of true or false. Does not allow for any gray area. Difficult to construct good items in a positive voice. Avoid negatively worded statements using  is not , etc. Avoid extreme answers that include the absolute statements  always or  never .Z : " 7 8 P Z:"78Pu   MMM̙80___PPT10.&|2"[ @8 (     r0՚0e0eRectangle 2  O TMatching Exams      rP͚0e0eRectangle 3  O Typically two columns of information are offered with the intent of selecting items from one column and matching them to items in the other column to form correct or complete statements.    MMM̙80___PPT10.&0^2"[ VN6(  (   rԚ0e0eRectangle 2  O bMatching Exams - Limitations      r0̚0e0eRectangle 3  O Works best with definitions and terms or with simple concepts with obvious relationships. Difficult to properly design. Multiple matches may be possible within the columns.*x 5 x5   MMM̙80___PPT10.&0^2"[ SK3(  (   rӚ0e0eRectangle 2  O bMatching Exams - Limitations      r0Қ0e0eRectangle 3  O wItems used must bear some similarity. a. Unless you were matching terms with definitions it is useless to match terms like humerus, beta blocker, and inferior because the answers would be obvious. Unclear directions how matching will occur. Explain if students will use each term 1 time or multiple times. Explain if single or multiple answers are needed to complete a match.\& Z Z, Z Z&,x   MMM̙80___PPT10.&0^2"[ (  2   rҚ0e0eRectangle 2  O l$Completion (Fill-in-the-Blank) Exams% %(%  e   r͚0e0eRectangle 3  O YStatements with part of their information omitted so student must complete the statement.Z ZZ   MMM̙80___PPT10.&0^2"[ ogO(  >   rpԚ0e0eRectangle 2  O x0Completion (Fill-in-the-Blank) Exams Limitations1 1(1     rҚ0e0eRectangle 3  O Enough information must be included for the student to glean the intent of the statement without leading the student to the answer. Meaning may be unclear and several answers may emerge as correct.    MMM̙80___PPT10.&0^2"G[  (  >   rPӚ0e0eRectangle 2  O x0Completion (Fill-in-the-Blank) Exams Limitations1 1(1      rϚ0e0eRectangle 3  O CThe answer space may provide a problem. Gives a hint to the student if a blank line is used for each word of the answer. A single line may mislead student to think the answer is a single word when it is actually two or three words.*(  (   MMM̙80___PPT10.&0^2"[ `X0 @(       rPК0e0eRectangle 2  O Q Essay Exams         rК0e0eRectangle 3  O #Short answer: Requires a bulleted list of responses or several questions to complete. Long answer: Requires students to provide a lengthy prose style answer.T H  ; H ;   MMM̙80___PPT10.&\2"[ h`@H(  %   r՚0e0eRectangle 2  O _Essay Exams - Limitations      r֚0e0eRectangle 3  O May not be effective for measuring the lower levels of the domains of learning. Time consuming and sometimes difficult to grade. Grading can be very subjective. Group grading is an alternative.* ! !   MMM̙80___PPT10.&Y3"F[ P(  %   rԚ0e0eRectangle 2  O _Essay Exams - Limitations   !   r˚0e0eRectangle 3  O [Scoring can be difficult as you try and assign a point value to the various components of the expected response. Rubrics are helpful tools for grading essay questions because a rubric will describe the criteria for each grade level. Example: For an "A" the student must provide all the correct information and write in complete sentences without committing any spelling errors and for a "B" the student must provide 80% of the required answer and commit one to three spelling errors.Fq Zx Z Zqx   MMM̙80___PPT10.&Y3"2[ `r(  %   r՚0e0eRectangle 2  O _Essay Exams - Limitations       rpњ0e0eRectangle 3  O GStudents often write illegibly because of time pressure or may try to add information at the end making the response difficult to follow. Some students thought processes do not flow easily a linear progression causing an unfair disadvantage in a timed test.    MMM̙80___PPT10.&Y3"R[ p(  %   rњ0e0eRectangle 2  O _Essay Exams - Limitations   -   r̚0e0eRectangle 3  O g Students may include much more information than desired in an attempt to be thorough. If students do not understand the question, they may provide a very well thought out, but incorrect, answer. Should you award partial credit for a well-constructed incorrect answer?* I I    MMM̙80___PPT10.&Y3"[ JB *(   '    r˚0e0eRectangle 2  O aTerminal / Certifying Exams       rP֚0e0eRectangle 3  O A. Final summative examination with the intent of granting permission to attempt a licensing or certifying examination. Most often a multiple-choice examination.*x * x*   MMM̙80___PPT10.&-H3"[  $(  $' $  rњ0e0eRectangle 2  O aTerminal / Certifying Exams    $  rp˚0e0eRectangle 3  O sExamination given with the intent of granting a certification or license by a regulating body such as a state or the National Registry of EMTs. Requires successful completion of one or a combination of two or three of these examinations to obtain certification or licensure. Written examination (generally multiple choice). Oral examination. Practical skills examination..  t   MMM̙80___PPT10.&-H3"[ ((  (3 (  rΚ0e0eRectangle 2  O m%Examination Quality Review - Students& &%&  V (  r̚0e0eRectangle 3  O Will students be allowed to retain the test? Advantages: Provides a learning aid for later testing. Provides examples of your style of question writing. Disadvantages: Generally eliminates the test (and maybe all of the questions) from reuse.l-   `  K - `K    MMM̙80___PPT10.&pf3"h[ ,(  ,3 ,  rpΚ0e0eRectangle 2  O m%Examination Quality Review - Students& &%&  5 ,  rΚ0e0eRectangle 3  O oAllow students the opportunity to review the test. Highlights areas of weakness for further study and remediation. Highlights areas of weakness in the presentation of the material. Can help control bias or discrimination concerns when students see what other students missed.*3  3   MMM̙80___PPT10.&pf3"7[ 0w(  03 0  r0Ϛ0e0eRectangle 2  O m%Examination Quality Review - Students& &%&   0  rښ0e0eRectangle 3  O >Allow students the opportunity to review the test. Promotes a climate of fairness when students can challenge questions, answers, or the wording of a question. Can be used as a learning aid for both the student and instructor.*3  3   MMM̙80___PPT10.&pf3"[ WO47(  42 4  rך0e0eRectangle 2  O l$Examination Quality Review - Faculty% %%%   4  r0ؚ0e0eRectangle 3  O Compile the results, including an accounting of incorrect answers. If the upper one-third of the group missed a specific item determine the following: Is the test item keyed correctly? Is the test item constructed properly? Is it free from bias, confusion and errors in grammar and spelling etc.? Was the content covered in class? If not, were the students directed to it through self-study?F  = =   MMM̙80___PPT10.&)3"[ 8(  82 8  rPٚ0e0eRectangle 2  O l$Examination Quality Review - Faculty% %%%  r 8  rؚ0e0eRectangle 3  O :If the lower one-third of group missed a specific item: Which distracters were most attractive? (in other words, were most often selected). Improve distracters that were not attractive. Consider a distracter well written if it is not selected by the upper- third of the class but it is selected by the lower third.@8 T  8T;   MMM̙80___PPT10.&)3"[  <(  < <  rpښ0e0eRectangle 2  O WOral Examinations    <  rؚ0e0eRectangle 3  O Exams in which both questions/instructions and answers are given out loud by a student to an instructor, or group of instructors.    MMM̙80___PPT10.&"J[ @(  @* @  rٚ0e0eRectangle 2  O dOral Examinations - Advantages     @  rpך0e0eRectangle 3  O ZEvaluates  quick thinking or reactions. Evaluates the student s thought processes. Can be evaluated by multiple listeners simultaneously.    MMM̙80___PPT10.&"[ YQD9(  D/ D  rP0e0eRectangle 2  O i!Oral Examinations - Disadvantages" "("   D  rp0e0eRectangle 3  O Limited number of students may be examined at any one time. Difficult to standardize. Examiner may unintentionally give clues to the examinee. Time-consuming and labor-intensive. Subjective.    MMM̙80___PPT10.&"[   H(  H/ H  rP0e0eRectangle 2  O i!Oral Examinations - Disadvantages" "("   H  rС0e0eRectangle 3  O To be fairly administered, a great deal of attention and concentration is required on the part of both the evaluator and the student.    MMM̙80___PPT10.&"[ 910L(  L/ L  rP0e0eRectangle 2  O i!Oral Examinations - Disadvantages" "("   L  r0e0eRectangle 3  O Unexpected distractions can impact upon the test. Instructors may be required to evaluate a large number of candidates with little opportunity for breaks. Leading to uneven evaluations over time. May also lead to identification of themes or trends with unfair emphasis or focus on those repeated mistakes, i.e., holding successive students accountable for preceding students performances..     MMM̙80___PPT10.&"[ !@P(  P. P  rך0e0eRectangle 2  O h Project Assignments - Advantages! !(!   P  r0e0eRectangle 3  O ?Allows independent completion. May be done during class or outside of class. Evaluates ability to synthesize data. Individual projects for specific learning styles or preferences. Students may select from a group of recommended projects or encouraged to develop their own. Can promote autonomy and independent learning.\ . g  .g@   MMM̙80___PPT10.&"[ e]PTE(  T. T  r0e0eRectangle 2  O h Project Assignments - Advantages! !(!   T  rp0e0eRectangle 3  O Allows students to work in groups. They can develop people skills and conflict resolution skills. Students can learn from each other and stronger students may tutor weaker students.*#  #   MMM̙80___PPT10.&@5"[ 7/`X(  X1 X  rО0e0eRectangle 2  O k#Project Assignments - Disadvantages$ $'$   X  r00e0eRectangle 3  O Difficult to standardize. Possible plagiarism. When group members are not working together it places unfair workloads on the members who are contributing.    MMM̙80___PPT10.&@5"5[ p\u(  \1 \  r0e0eRectangle 2  O k#Project Assignments - Disadvantages$ $'$   \  rp0e0eRectangle 3  O >If not carefully designed, they may measure only the product excluding the process. Sometimes the process used to produce the product is just as important as the final project. For example, learning how to find resources to use in solving a problem or developing critical thinking skills. If a presentation is required, the grade should not weigh solely on the presentation but should also include the content of the presentation.^T Z] Zp Z ZT]p   MMM̙80___PPT10.&@5" [ ld`L(  `: `  r0e0eRectangle 2  O t"Observational Reports - Advantages # ( '#   `  r0e0eRectangle 3  O Can be used for psychomotor or affective evaluation. Reliability is inherent due to repeated observation. Reliability can be increased by increasing the number of observations.*j G jG   MMM̙80___PPT10.&@5"[ d(  d3 d  r0e0eRectangle 2  O m%Observational Reports - Disadvantages& &%&  S d  rЛ0e0eRectangle 3  O Presence of evaluator may influence student performance. Student performs better when being directly observed. Instructor/evaluator may misdirect student resulting in the need for retraining. Time-consuming and labor-intensive. Frequently a one-on-one experience.T9  $ $ 9$$   MMM̙80___PPT10.&%"[ ]Uh=(  h3 h  rФ0e0eRectangle 2  O m%Observational Reports - Disadvantages& &%&   h  r0e0eRectangle 3  O Developing criteria can be a complex task. Experiences may not be available at the time they are required. Student attends a clinical setting and there are no patients.*k > k>   MMM̙80___PPT10.&%"[ {sl[(  l2 l  r0e0eRectangle 2  O l$Practical Examinations - Situational% %(%   l  rP0e0eRectangle 3  O #Demonstration of a skill in the context of a scenario allowing for manipulation of the outcome or procedure by the student. Good for evaluating critical thinking skills as well as skills performance.*| L |L   MMM̙80___PPT10.&`S"[ 4,p(  p) p  r0e0eRectangle 2  O cPractical Examinations - Rote    p  r00e0eRectangle 3  O Demonstration of the steps of performing a skill independent of manipulation of outcomes. Generally follows very specific order of steps.*Z 0 Z0   MMM̙80___PPT10.&n"[ nftN(  t1 t  r0e0eRectangle 2  O k#Practical Examinations - Advantages$ $($   t  r0e0eRectangle 3  O Most closely approximates actual job performance. Allows observation and evaluation of related behaviors and attitudes. Allows evaluation of psychomotor skills, decision-making abilities and leadership skills.    MMM̙80___PPT10.&"[ ,$x (  x4 x  r00e0eRectangle 2  O n&Practical Examinations - Disadvantages' '%'   x  rp0e0eRectangle 3  O Difficult to standardize. Time-consuming and labor-intensive to prepare and deliver. Limited number of students may be examined at one time.    MMM̙80___PPT10.& 佚"[ <4|(  |4 |  r0e0eRectangle 2  O n&Practical Examinations - Disadvantages' '%'   |  r0e0eRectangle 3  O Instructor providing feedback needs to be clear about expected outcome, whether a situational or rote response is required, and should evaluate accordingly.    MMM̙80___PPT10.& 佚"[ (  '   rP0e0eRectangle 2  O aPractical Skills Evaluation   d   r00e0eRectangle 3  O ,Rote mechanical skill: Requires simple task analysis. Is the easiest skill examination to administer. May or may not reflect the actual field performance capabilities of the student. Isolated skill performed without "real world" stresses may not adequately evaluate affective and psychomotor domains.@  v v-   MMM̙80___PPT10.&hܚ"t[ (  '   r0e0eRectangle 2  O aPractical Skills Evaluation   M   rЧ0e0eRectangle 3  O +Situational skills: Evaluates judgment and/or decision-making. Required more elaborate simulations. More difficult to develop and deliver. Is a more accurate predictor of field performance because it asks to student to critically think through a scenario that does not always have an obvious answer.*  ,   MMM̙80___PPT10.&@Y" [ kc K(  #   r0e0eRectangle 2  O ]Simple Skill Evaluation      rP0e0eRectangle 3  O "Define the skill. Determine the degree of expected proficiency. Select a representative sampling if all skills in a given area are not evaluated. Create a written task analysis of the skill if one does not already exist.    MMM̙80___PPT10.&1"0[ 0p(  #   r0e0eRectangle 2  O ]Simple Skill Evaluation       r0e0eRectangle 3  O GDevelop checklist commensurate with the task analysis. Each step should contain some measurable criteria so all evaluators can agree on criteria of successful completion of each step. Look for established standards (i.e. National Registry Practical Skills Examination Sheets) for guidance. Keep the number of steps to a minimum to reduce errors in evaluation. Allows the evaluator to observe the task as it is performed and complete the evaluation form afterward.F7 1 h 71h   MMM̙80___PPT10.&1"[ ~v@^(  #   r00e0eRectangle 2  O ]Performance Evaluations      rp0e0eRectangle 3  O 5Determine and define expected outcome. Are skills performance or decisions-making process more important in the situation? How stressful or complicated a situation is the student prepared to handle? Determine what standards will be used to evaluate the performance. Design the situation to be representative of the desired outcome: realistic environment, realistic patient complaints and injuries, manikins vs. real people.\'  C  'C   MMM̙80___PPT10.&RM"[ RJP2(  #   r0e0eRectangle 2  O ]Performance Evaluations      rp0e0eRectangle 3  O Evaluate the resources needed for testing. The higher the domain level the more realistic the scenario should be. Simulate situation and responses as accurately as possible.*+  +   MMM̙80___PPT10.&RM"[ vn`V(  #   r0e0eRectangle 2  O ]Performance Evaluations      r0e0eRectangle 3  O -List all activities which should be completed in the situation. Prioritize activities and list them in their linear (start-to-finish) sequence. Weigh most important aspects and critical criteria appropriately.*@  @   MMM̙80___PPT10.&RM"[ wopW(  #   r0e0eRectangle 2  O ]Performance Evaluations      r0e0eRectangle 3  O .Checklist should contain: The minimum number of properly ordered steps necessary to complete the task. Steps which are independently observable and measurable. An outcome consensus understood by each evaluator.*     MMM̙80___PPT10.&RM"g[ (  #   r00e0eRectangle 2  O ]Performance Evaluations   D   rP0e0eRectangle 3  O ~"Avoid qualification of student performance by the evaluator. During the examination the evaluator should be free to observe the activity and quantify the behavior (check if it was performed or not) and should not be focused on measuring how  much they performed each step.*=  =   MMM̙80___PPT10.&RM"[  (  #   r0e0eRectangle 2  O ]Performance Evaluations      r0e0eRectangle 3  O QAssure adequate organization to ensure outcome of a situational-oriented performance evaluation. Provide a skeletal framework for the evaluator to follow. If scenario involves patient care include information so instructor can provide consistent feedback to each student. Example: vital signs for appropriate and inappropriate treatment.Fa Z ZB ZaBR   MMM̙80___PPT10.&RM"[ (  >   rЪ0e0eRectangle 2  O x0Characteristics of Skill/Performance Evaluations1 1(1  e   r00e0eRectangle 3  O Objectively measures the performance: By the instrument. By the observer. Replicability: Does the instrument measure similar performances consistently. From one student to another? From one class to another? From one location (situation) to another?t& Z$ Z Z? Zb Z&$?b    MMM̙80___PPT10.& h"[ 91(  >   rP0e0eRectangle 2  O x0Characteristics of Skill/Performance Evaluations1 1(1     r0e0eRectangle 3  O yFair standards: Standards are known by student and faculty. Practice with similar instrument during the training session.* j jz   MMM̙80___PPT10.& h"K[ (  >   r0e0eRectangle 2  O x0Characteristics of Skill/Performance Evaluations1 1(1      rp0e0eRectangle 3  O GRealism: Situations, scenarios, and patient information are plausible. Reactions or changes in the patients are realistic given the intervention and treatment. External distractions are realistic. Stress is similar to work environment.*      MMM̙80___PPT10.& h"T[ (     rЭ0e0eRectangle 2  O Q Reliability     =   rа0e0eRectangle 3  O w/The extent to which an exam is consistent in measuring student performance. Does it measure a behavior or body of knowledge consistently on different occasions? Does the environment influence consistency? Do different administrators influence results? Does it discriminate against groups or individuals?0 00   MMM̙80___PPT10.& h" [ ldL(     r0e0eRectangle 2  O VContent Validity      rг0e0eRectangle 3  O *The extent to which an examination is representative of a defined body of knowledge. The ability of an examination process to measure the knowledge and skills it was intended to measure, in accordance with curriculum objectives.    MMM̙80___PPT10.& h"i[ (     rp0e0eRectangle 2  O VContent Validity   M   rp0e0eRectangle 3  O Are the sub-tests weighted and distributed properly? Do they place an over importance on a single test? Is that your intent? Does it cover a reasonable sample of the knowledge and skill objectives? Is it an accurate predictor of field performance?^5 Z3 Z Z{ Z53{    MMM̙80___PPT10.& h"[ (  &   rж0e0eRectangle 2  O `Resources for Examinations   \   r0e0eRectangle 3  O NPeer instructors within your organization may be a good source for examinations of all types. Formalized instruments from certification and licensing bodies (which may also be validated instruments). Jurisdiction or state EMS office. National Registry of EMTs for sample multiple choice items, practical skills, and oral examinations.O OO   MMM̙80___PPT10.& h"[ bZB(  )   r00e0eRectangle 2  O cWritten Examination Resources      rp0e0eRectangle 3  O NREMT. Publishers test banks. EMS textbooks. EMS textbook instructor guides. Textbooks of practice certification examinations. On-line and computer based practice certification tests. EMS Internet sites.    MMM̙80___PPT10.& h"[  (  +   r0e0eRectangle 2  O ePractical Examination Resources     `   r0e0eRectangle 3  O TNREMT. NAEMSE. EMS Internet sites. EMS textbooks. EMS continuing education programs.U UU   MMM̙80___PPT10.& h"T[ 0(  &   r0e0eRectangle 2  O `Oral Examination Resources   .   r00e0eRectangle 3  O h"NREMT. NAEMSE. EMS Internet sites.# ##   MMM̙80___PPT10.& h"[ %@(     rP0e0eRectangle 2  O YProject Assignments      r0e0eRectangle 3  O NAEMSE. EMS textbook instructor guides. College or university resources. Learning styles / preferences information with practical application suggestions.    MMM̙80___PPT10.&P+"x [   P (  `    r0e0eRectangle 2"0*PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!6VAdrs/shapexml.xmlU]:}!˗6Tm%B}rR;vXv;>T-a3眙ܽ?;2 )"һTfEO*2ʥ`yb}sWMt!XI1դ鞕TȊ R`vJ1̈́tNI A8JZY+?WdA Z KŎ3/@Yi&@'LGTnwW""_ ],C qNjp/h ?fo &bO9,"URܤ7VUF_m!ȵf{YNVn#PK!ܧGdrs/downrev.xmlDAK0!Et`nv) Lb$v7|}l1Qw u ׷ bBq(vs~BhS'b LJc!el Y ?b3tR<2re7bH*h7s孮;Ld-' Ւ׷gu1QP˪ 7?PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!6VA)drs/shapexml.xmlPK-!ܧGdrs/downrev.xmlPK  O bBibliographical References      rp0e0eRectangle 3  O RAmerican Psychological Association. (n.d.). Standards for education and psychological tests. (revised ed.). Washington D.C.: American Psychological Association. Burba, A.C. (1998). Multiple Choice Item Writing. Domain3, Winter 1998.8 ,/x   MMM̙80___PPT10.&pp" [   ` (  `    rм0e0eRectangle 2"0*PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!:|mSdrs/shapexml.xmlU]:}_@P-,魄VWN@cò[ ,jyxƞ9ݩޑ)]HMxL2+."cL 6oEf_:'sj`by!6LmٓZmhl/+l]`԰ \ wiK.W:3qz}m-_Mli )?XUaL76~V Fw?um?v;9Xm{}PK!XG4drs/downrev.xmlDJ0EF"P'3QFQvܸ{6MIJtB{9v{j xݻNr"2:wHӓ5\ES͝H T`B~$bxHp;ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!,(drs/shapexml.xmlUMo8/AuV!ra+Qv=.(USJRiE<#əތn+ҥ\D&Rl#1ӆr)XD&fu[Oua:";ci5X+Z1̈́U^EKAf8J6JY+{8W&pHp- -eק '4 %O $@\KYRihkħ6zDpFP1"a0 'Q068U2ܧHZ6V(e' EsC `ތ8r%\MK"éɌ"^>C55K3j6=k!hAnvf.qkµ٘gtkџCUKW63RΤ|YHK۴.Bf6T[Ј[JSn ]gxj_Q"b0]hϼV&MLPypu!-t 4Nhx77UYOZ0@o,/} 4cvK+lWm)Y3eА.*|a:RKepk+%eam()dRr}%/sҡg? c;De+ |"f?y)oԚMm F-pV| 8w>6K;۩ͶfύU4}h7 trN3`gՆ7PK!)drs/downrev.xmlDJ0EFYtNf(ql^bR./r.g &wj nS"1)8Rdvhc'C Lc!eh Y 7ubLwR{<$2ri`p;CWm|w_f)NeVWJ-Hsז_ԣVZ,D;~^W"yI0&UPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!,()drs/shapexml.xmlPK-!)drs/downrev.xmlPK  O bBibliographical References      rP0e0eRectangle 3  O +Merwin, S. (1992). Evaluation: 10 significant ways for measuring and improving training impact. Resources for Organizations, Inc. Waagen, A. (1997). Essentials for evaluation. ASTD, Issue 9705.8 MP   MMM̙80___PPT10.&0" 5-`(    fPK??Rectangle 7_   l*       TK?Rectangle 1031_  l*"    V]   l0e0e Rectangle 2   O   xL0e0e Rectangle 3 0  O V     3380___PPT10.o/mM 5- (     f@??Rectangle 7_   l*       TA?Rectangle 1031_  l*"    V]   l0e0e Rectangle 2   O   xE0e0e Rectangle 3 0  O V     3380___PPT10.oVmMr$t9FS_kwa{'DŽ)!0g}h C Q !2%!)A-&2%6 :>@C GKVPVB\bfjoVsmw{ԃ"\pq[ _`( o~ &!O&*..37;@DH6LO_S_imy~ <x Oh+'0 hp    Slide 1David E. 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՜.+,0L    On-screen Show (4:3)DG EnterprisesJr wArial Wingdings MS PGothicClouds 1_Clouds Module 12 Evaluation TechniquesCognitive GoalsCognitive GoalsPsychomotor GoalsPsychomotor GoalsAffective GoalsWhy This Module is ImportantWhy This Module is ImportantWhy This Module is Important EvaluationPurpose of EvaluationPurpose of EvaluationFormative EvaluationFormative EvaluationFormative Evaluation+Methods of Performing Formative Evaluation+Methods of Performing Formative Evaluation+Methods of Performing Formative EvaluationSummative Evaluation+Methods of Performing Summative Evaluation+Methods of Performing Summative Evaluation&Formative Evaluation Can be SummativeFormal and Informal EvaluationFormal EvaluationFormal EvaluationInformal EvaluationInformal EvaluationFormal Evaluation ProblemsInformal Evaluation ProblemsWritten ExaminationsTypes Terminology TerminologySource of Test Items#Advantages of Written Examinations&Disadvantages of Written Examinations&Disadvantages of Written Examinations%General Guidelines Test ConstructionExam Must Be Appropriate TypePartial List of SuggestionsPartial List of SuggestionsPartial List of Suggestions Organize Exam in Logical Manner Timed ExamsSuggested Timing Strategies Directions Review Exam#Be Consistent in Design Strategies#Be Consistent in Design StrategiesMultiple Choice Exams)Limitations Of Multiple Choice Questions)Limitations Of Multiple Choice Questions)Limitations Of Multiple Choice Questions)Limitations Of Multiple Choice QuestionsTrue / False ExamsMatching ExamsMatching Exams - LimitationsMatching Exams - Limitations%Completion (Fill-in-the-Blank) Exams1Completion (Fill-in-the-Blank) Exams Limitations1Completion (Fill-in-the-Blank) Exams Limitations Essay ExamsEssay Exams - LimitationsEssay Exams - LimitationsEssay Exams - LimitationsEssay Exams - LimitationsTerminal / Certifying ExamsTerminal / Certifying Exams&Examination Quality Review - Students&Examination Quality Review - Students&Examination Quality Review - Students%Examination Quality Review - Faculty%Examination Quality Review - FacultyOral ExaminationsOral Examinations - Advantages"Oral Examinations - Disadvantages"Oral Examinations - Disadvantages"Oral Examinations - Disadvantages!Project Assignments - Advantages!Project Assignments - Advantages$Project Assignments - Disadvantages$Project Assignments - Disadvantages#Observational Reports - Advantages&Observational Reports - Disadvantages&Observational Reports - Disadvantages%Practical Examinations - SituationalPractical Examinations - Rote$Practical Examinations - Advantages'Practical Examinations - Disadvantages'Practical Examinations - DisadvantagesPractical Skills EvaluationPractical Skills EvaluationSimple Skill EvaluationSimple Skill EvaluationPerformance EvaluationsPerformance EvaluationsPerformance EvaluationsPerformance EvaluationsPerformance EvaluationsPerformance Evaluations1Characteristics of Skill/Performance Evaluations1Characteristics of Skill/Performance Evaluations1Characteristics of Skill/Performance Evaluations ReliabilityContent ValidityContent ValidityResources for ExaminationsWritten Examination Resources Practical Examination ResourcesOral Examination ResourcesProject AssignmentsBibliographical ReferencesBibliographical ReferencesBibliographical References  Fonts UsedTheme Slide Titlesr_( OwnerOwner  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)Pictures#Current UserSummaryInformation(UPowerPoint Document(LDocumentSummaryInformation8|