Using Assessment to Improve Using Assessment to Improve Student Learning:Student Learning:

Where Assessment and Where Assessment and Teaching CollideTeaching Collide

Kirk J. Armstrong, EdD, ATCKirk J. Armstrong, EdD, ATCGeorgia College & State UniversityGeorgia College & State University

Program Director, Athletic Training Education ProgramProgram Director, Athletic Training Education ProgramDepartment of KinesiologyDepartment of Kinesiology

Assessment Model for Assessment Model for Athletic TrainingAthletic Training

What to Assess?What to Assess?

Where to look for assessment piecesWhere to look for assessment pieces1.1. National Athletic Trainers’ Association National Athletic Trainers’ Association

Educational Competencies (4Educational Competencies (4thth ed.) ed.)

2.2. Board of Certification Role Delineation StudyBoard of Certification Role Delineation Study

3.3. Commission on Accreditation of Athletic Commission on Accreditation of Athletic Training Education Standards for Entry-Level Training Education Standards for Entry-Level AT ProgramsAT Programs

4.4. Mission of the Athletic Training Education Mission of the Athletic Training Education ProgramProgram

5.5. Goals & Learning Objectives of the Athletic Goals & Learning Objectives of the Athletic Training Education ProgramTraining Education Program

Assessment in Athletic TrainingAssessment in Athletic Training

Modified Tylerian Model of AssessmentModified Tylerian Model of Assessment– Assessment means to determine the extent that

the valued objectives are a part of the instruction

– Focus of assessment is on the learning outcomes not the input

Required Steps in the Process1.Revise Mission, Goals, & Learning Objectives2.Align course objectives parallel to the Mission,

Goals and Learning Objectives3.Develop summative and formative assessment

Why is Assessment Why is Assessment Important?Important?

Importance of Assessment in Athletic TrainingImportance of Assessment in Athletic Training1.1. Ensures that our students are meeting the desired Ensures that our students are meeting the desired

learning outcomeslearning outcomes For each courseFor each course For the Athletic Training Education ProgramFor the Athletic Training Education Program

2.2. Ensure that the Athletic Training Education Ensure that the Athletic Training Education Program is developing competent and qualified Program is developing competent and qualified health care professionalshealth care professionals

3.3. Exceeds accreditation standards for OutcomesExceeds accreditation standards for Outcomes Programs must routinely secure quantitative Programs must routinely secure quantitative andand

qualitative data to determine the outcomes and qualitative data to determine the outcomes and effectiveness of the programeffectiveness of the program

Assessment in the ClassroomAssessment in the Classroom

Assessments were developed to ensure that Assessments were developed to ensure that students were meeting the learning outcomesstudents were meeting the learning outcomes– Emphasis on understanding beyond recall of Emphasis on understanding beyond recall of

information, including the synthesis of information information, including the synthesis of information and application of information into the context of and application of information into the context of patient carepatient care1.1. Written ExamsWritten Exams

2.2. Clinical Case StudiesClinical Case Studies

3.3. PresentationsPresentations

– Rubrics ensure a consistent means of assessing all Rubrics ensure a consistent means of assessing all students fairlystudents fairly

Assessment in the ClassroomAssessment in the Classroom Formative AssessmentsFormative Assessments

1.1. Cognitive assessments (e.g., online discussion, Cognitive assessments (e.g., online discussion, quizzes)quizzes)

2.2. Clinical Case StudiesClinical Case Studies

3.3. Bobcat ReportBobcat Report

4.4. Problem-Based Learning EvaluationProblem-Based Learning Evaluation

Summative AssessmentsSummative Assessments1.1. Student GPAsStudent GPAs

2.2. Cognitive assessments (e.g., written exams)Cognitive assessments (e.g., written exams)

3.3. Senior Exit Survey & InterviewSenior Exit Survey & Interview

4.4. Certification Exam Pass/Fail RateCertification Exam Pass/Fail Rate

Assessment in Clinical Assessment in Clinical ExperiencesExperiences

Assessments were developed to ensure that were developed to ensure that students were meeting the learning outcomesstudents were meeting the learning outcomes

– Not only to demonstrate clinical skills, but also the Not only to demonstrate clinical skills, but also the integration of knowledge and skill into competent integration of knowledge and skill into competent clinical practiceclinical practice

1.1. Bobcat ReportsBobcat Reports

2.2. Clinical Instructor evaluation of Student PerformanceClinical Instructor evaluation of Student Performance

3.3. Student Evaluation of Clinical InstructorStudent Evaluation of Clinical Instructor

4.4. Student Evaluation of Clinical SettingStudent Evaluation of Clinical Setting

5.5. Student Self-EvaluationStudent Self-Evaluation

6.6. Standardized Patient EvaluationsStandardized Patient Evaluations

Assessment in Clinical Assessment in Clinical ExperiencesExperiences

Formative AssessmentsFormative Assessments1.1. Clinical Proficiency EvaluationsClinical Proficiency Evaluations

2.2. Bobcat ReportsBobcat Reports

3.3. Clinical Skill QuizzesClinical Skill Quizzes

Summative AssessmentsSummative Assessments1.1. Clinical Instructor Evaluation of StudentClinical Instructor Evaluation of Student

2.2. Student Evaluation of Clinical InstructorStudent Evaluation of Clinical Instructor

3.3. Student Evaluation of Clinical SettingStudent Evaluation of Clinical Setting

4.4. Student Self-Evaluation Student Self-Evaluation

5.5. Senior Exit Survey & InterviewSenior Exit Survey & Interview

Benefits of AssessmentBenefits of Assessment1.1. Assessment has been essential in curriculum Assessment has been essential in curriculum

revisionsrevisions– Archival data from results of national certification exam Archival data from results of national certification exam – Completion of entry-level clinical proficienciesCompletion of entry-level clinical proficiencies– Clinical education evaluationsClinical education evaluations

Clinical Instructor Evaluation of Student PerformanceClinical Instructor Evaluation of Student Performance Student Evaluation of Clinical InstructorStudent Evaluation of Clinical Instructor Student Evaluation of Clinical SettingStudent Evaluation of Clinical Setting

2.2. Assessment has been essential in securing Assessment has been essential in securing funding for new teaching strategiesfunding for new teaching strategies– Video equipmentVideo equipment– Standardized patient infusionStandardized patient infusion

Results of AssessmentsResults of Assessments Improved knowledge demonstrated in didactic Improved knowledge demonstrated in didactic

assessmentsassessments– Written ExamsWritten Exams– Clinical Case StudiesClinical Case Studies– PresentationsPresentations– Certification Exam Pass RateCertification Exam Pass Rate

Improved clinical skills demonstrated in clinical Improved clinical skills demonstrated in clinical assessmentsassessments– Standardized Patient EvaluationStandardized Patient Evaluation– Clinical Skill QuizzesClinical Skill Quizzes

Improved confidence in patient interactionsImproved confidence in patient interactions Improved interpersonal skillsImproved interpersonal skills

SummarySummary

Evaluation and assessment has played a vital Evaluation and assessment has played a vital role in ensuring quality education experiencesrole in ensuring quality education experiences– Began at revising Mission, Goals and Learning Began at revising Mission, Goals and Learning

ObjectivesObjectives– Continued to the revision of course learning Continued to the revision of course learning

objectivesobjectives– Required the development of assessment tools to Required the development of assessment tools to

evaluate our effectiveness at providing quality evaluate our effectiveness at providing quality didactic and clinical educational experiencesdidactic and clinical educational experiences

Evaluation of teaching effectiveness has Evaluation of teaching effectiveness has secured funding for new equipment and new secured funding for new equipment and new instructional methodsinstructional methods