Module 6. Assessment

1. The form of assessment I have chosen for each learning activity is consistent with its learning objectives, and is integrated into the learning activity.

Assessment is an undisputed essential component in the teaching and learning process. Percentage style (summative assessment) feedback alone will not provide students with insight into practice. I have selected self assessment combined with expert and peer feedback to build confidence, competence and resilience. (Race, 2003) points to using the word training not educating where there are no games to trick either trainer or learner. This sits well with the Apprenticeship Perspective: "a process of socializing students into new behavioral norms and ways of working (Pratt, 2001). In the Hospice setting assessment will be shared by trainee, trainer (me), manager and peers. This is an extension of the existing multidisciplinary peer review appraisal scheme already in place.

My teacher voice will be heard as formative assessments woven through combined activities. A newly revised CDD contains interconnected tasks. The Case study involves assessment, plan of care interwoven with technology, teamwork, self evaluation and collaboration demonstrating the complexity and depth of learning. Using case studies where the student is not actively involved is a safety strategy to avoid unnecessary lowering of self -esteem while trying out new or uncertain ideas.

Formative Assessment will include the creation of a Wiki, developing the assessment and plan of care both individually and collaboratively, posting to the Wiki, viewing and reviewing others contributions followed by self and peer assessments.
Formative Assessment will be evidenced by searching and retrieval of information from multiple sources including electronic and multidisciplinary team members which is contained within the plan of care.

Evidence of self-directed learning will be demonstrable and measurable in clinical work assessed by peers and manager. Summative Evidence of will be drawn from the stated learning outcomes (expectations) explicit in the Hospice Palliative Care Nurse job description and competencies meeting requirements of Evidence for Assessment as exhorted by Van Der Vleuten (2000). These learning outcomes can be measured against the course objectives.



2. Students will have opportunities to undertake self-assessment and peer critique as well as receiving instructor feedback.

Self assessment will be built into the course in the form of expectations which include rubrics, job descriptions, competencies and Likert scales. Duque (2003) cites two of Chickerings (1996) seven principles of frequent student/faculty contact and prompt feedback detailing the amount of work from both student and teacher. I agree with Rushton (2005)& Stuart (2007) that feedback can be challenging and from my own experience more so where a culture of niceness is established (as in Hospice).

HPCN develop resilience for their work that enables them to manage emotional and often challenging physical environments but lack confidence in the feedback stakes (Payne, 2001). Feedback is often perceived as wounding, challenging and an indicator that they are not doing the best for their patients. Other comments are they are not valued by the Organisation. Motivation to receive feedback can be underpinned by fear of performance management by the trainee in the HPCN workplace. A healthier culture of openness could be developed using an online process of discussion to determine learning outcomes, planned observation followed by student reflection and planned feedback by email. Either could request a "face to face" meeting to manage the increased level of nurturing and support at this vulnerable time.

HPCN joining the community will encounter critical incidents which will be intense and chaotic often involving conflict; self perceived mistakes or poor decision making. These incidents are identifiable by the extent of time, intensity of feelings and depth of reflection the practitioner experiences (Fook, 2000). Debriefing and Group supervision will provide other forms of peer feedback while acting as a safety net.


3. The strategy underlying the assessment approaches I have chosen reflects the view of teaching and learning evidenced by my Teaching Perspectives Inventory results, but also reflects new insights I have gained into assessment and e-learning.

The purpose of assessment in the Community Palliative Care Setting is to provide a measurable level of expertise for practicing with complex and uncertainty.
Fook (2000) describes this as knowledge of self and others, an ability to "get along with others" in the workplace, being prepared to tackle difficult situations, being able to acknowledge mistakes, reflect on them to become more able in the future. The curriculum objectives will include the terms effort, skill, learning, mastery, expertise and competency.
The assessment tools aims to provide evidence that these terms are understood, that self responsibility underpins HPCN actions.
Fook (2000 p 6) also warns about the over emphasis on low-level task competencies when a generalizable set of skills is really needed. These skills include insight which translates as "knowing when you don't know", "knows where, how and when to access knowledge and support, knows when unable to work safely, personal and workplace issues, knows how to negotiate, discuss and uncover levels of factors". The course aims to set in place beginning of safe (Nurtured), competent (Apprenticed) and resilient (Developmental) HPCN who can make their own situational rules.
I have detected threads of commonality from Sanya, Leah and Dylan's Role of the Teacher postings (blogs 4/07) outlining articulating and justifying, reflection in and on action, observation , collaboration in learning, peer mentoring and peer feedback that are compatible strategies.
Despite the lack of evidence and adoption of online assessments there is some research that positively indicates the use of on-line portfolios which is the vehicle for this Orientation Programme (Byrnes, 2006).



References
Byrnes, R. E., Allan. (2006). The prevalence and characteristices of online assessment in Australian Universities [Electronic Version]. Australasian Journal of Educational Technology, 22, 104-125. Retrieved 30/04/07 from http://www.asclite.org.au/ajet/ajet22/byrnes.html.
Chickering, A., W. and Ehrmann, Stephen,C. (1996). Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin(October), 3-6.
Duque, G. (2003). Web-based evaluation of medical clerkships: a new approach to immediacy and efficacy of feedback and assessment. Medical Teacher, 25(5), 510-514.
Fook, J. R., Martin. Hawkins, Linette. (2000). Professional Expertise; Practice, theory and education for working in uncertainty. London: Whiting & Birch.
Payne, N. (2001). Occupational stressors and coping as determinants of burnout in female hospice nurses [Electronic Version]. Journal of Advanced Nursing 33, 396–405. . Retrieved 6/05/07.
Pratt, D., D. Arseneau,Ric, Collins, John,B. (2001). Reconsidering "Good Teaching" Across the Continuum of Medical Education. The Journal of Continuing Education in the Health Professions, 21, 70-81.
Race, P. (2003). Why fix Assessment? [Electronic Version]. Retrieved Retrieved January 5, 2007, from http://www.scu.edu.au/services/tl/why_fix_assess.pdf .
Rushton, A. (2005). Formative assessment: a key to deep learning? Medical Teacher, 27(6), 509- 513.
Stuart, C. C. (2007). Assessment, Supervision and Support in Clinical Practice. A Guide for Nurses, Midwives and other Health Professionals. (Second ed.). Edinburgh: Churchill Livingstone, Elsevier.
Van Der Vleuten, C. D., DHJM. Scherpbier, AJJA. (2000). The need for evidence in education. Medical Teacher, 22(3), 246.