Supervision: Formative Assessment as a Clinical Supervision Tool

2010 ◽  
Vol 20 (3) ◽  
pp. 113-116
Author(s):  
Gayle Daly
Keyword(s):  
Graduate Students ◽  
Formative Assessment ◽  
Clinical Supervision ◽  
Student Participation ◽  
Formative Assessments ◽  
Assessment Tools ◽  
Critical Component ◽  
Self Reflection ◽  
Effective Supervision

Formative assessment is a critical component to effective supervision for graduate students in both on-campus clinical assignments as well as in external placements. This article focuses on the role of student participation and self-reflection in effective formative assessments. A number of self-reflection formative assessment tools will be discussed along with a survey of students' perception of the value of each.

Technology-Based Activities as Formative Assessments in the Higher Education Classroom

2020 ◽  
pp. 233-253
Author(s):  
Diana Tang-En Chang ◽  
Jennie L. Jones ◽  
Danielle E. Hartsfield
Keyword(s):  
Higher Education ◽  
Elementary Education ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Formative Assessments ◽  
Assessment Tools ◽  
Assessment In Higher Education

Instructors across a variety of contexts and levels utilize formative assessments to measure students' progress toward meeting learning outcomes. Formative assessments are how instructors gauge whether their students have mastered content or skills or if they require additional practice and support. The purpose of this chapter is to explain how three elementary education professors utilize technology-based activities as formative assessments within their classrooms. In this chapter, the authors address the importance of using formative assessment in higher education classrooms and provide illustrative examples of how various technologies can be used as assessment tools. These examples will include game-based activities (e.g., Kahoot), presentation platforms (e.g., Nearpod), and organizational tools (e.g., Padlet). The goal of this chapter is to help support instructors in higher education who wish to incorporate technological activities while using them as formative assessments when teaching students.

Applied Anthropology and its Practice: Insights from the Classroom

2018 ◽  
Vol 40 (1) ◽  
pp. 58-62
Author(s):  
Michael Paolisso ◽  
Ellen J. Platts ◽  
Valerie M. J. Hall ◽  
Samantha J. Primiano ◽  
Brian Crawford ◽  
...  
Keyword(s):  
Graduate Students ◽  
Multidimensional Scaling ◽  
Domain Analysis ◽  
Applied Anthropology ◽  
Self Reflection ◽  
Qualitative And Quantitative ◽  
Cultural Domain ◽  
Cultural Domain Analysis

In order to assess the baseline ideas about applied anthropology held by a class of anthropology graduate students, the class participated in several pedagogical activities, both qualitative and quantitative. Students analyzed the results of the qualitative activity, a self-reflection on the nature of applied anthropology and the role of practice within it, and the quantitative activity, a cultural domain analysis using free listing, pile sorting, and multidimensional scaling. These activities and the subsequent analysis provided the students with a clearer understanding of their knowledge of applied anthropology, and the role of practice within it, to guide their engagement with the literature and future classes.

Rethinking Assessment of Student Clinician Learning: A Collaborative Faculty Effort

2019 ◽  
Vol 4 (2) ◽  
pp. 372-383
Author(s):  
Allison M. Meder ◽  
Jane R. Wegner
Keyword(s):  
Formative Assessment ◽  
Clinical Supervision ◽  
Rating Scale ◽  
Faculty Perceptions ◽  
Pilot Project ◽  
Assessment Tools ◽  
Tool Development ◽  
Clinical Faculty ◽  
Future Directions ◽  
Implementation Processes

Purpose This article describes a collaborative clinical faculty effort to develop and pilot observation-based formative assessment tools for faculty use during clinical supervision. The purposes of the pilot project were to create the tools and to evaluate faculty perceptions of developing and using the assessment tools. Method Data were collected using a rating scale, a focus group, and a questionnaire. Two formative assessment tools were designed following qualitative data analysis, and faculty subsequently piloted the tools in the clinic. Results Three clinical faculty who piloted the tools reported positive feedback regarding the tool development and implementation processes. Overall, clinical faculty perceived that the assessment tools improved their formative feedback to students. Conclusion Limitations, future directions, and implications are presented with recommendations for investigations in other settings.

Students’ Self-Perceptions of Knowledge and Skills Pre and Post Externship

2013 ◽  
Vol 23 (3) ◽  
pp. 110-120 ◽  
Author(s):  
Jill Oswalt
Keyword(s):  
Graduate Students ◽  
Formative Assessment ◽  
Rating Scale ◽  
Graduate Programs ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Self Reflection ◽  
Self Perceptions ◽  
Student Focus ◽  
Language Pathology

Student self-rating and self-reflection are often used as part of a formative assessment in Communication Sciences and Disorders (CSD) graduate programs. This article focuses on the use of a rating scale assessing speech-language pathology graduate students’ self-perception of their readiness for school and medical externships utilizing a survey format. Students completed a pre and post survey during their culminating externship experiences reflecting their perceived level of required assistance and independence with disorder groups and processes. The results of this project will be discussed with the information benefiting graduate programs in planning curriculum, assessing externship experiences, and providing a tool for student focus on perceived areas of need during the externship and at the initiation of the Clinical Fellowship (CF).

Performance-Based Assessment in CLIL

2020 ◽  
pp. 447-468
Author(s):  
Ana Otto
Keyword(s):  
Formative Assessment ◽  
Content Knowledge ◽  
Assessment Tools ◽  
Assessment Process ◽  
Integrated Learning ◽  
Performance Based Assessment ◽  
The Impact ◽  
Powerful Strategy

Assessment is probably one of the most controversial aspects of Content and Language Integrated Learning (CLIL) mainly due to the balance between content and language, the role of language in the assessment process, and the lack of guidelines and appropriate assessment tools for the specific contexts. This chapter highlights performance-based assessment in CLIL as a powerful strategy to assess students' knowledge effectively by means of measuring competences or skills. The chapter starts with an overview on the impact of assessment in education, and conditions for performance-based assessment. After analyzing the necessary competences to express content knowledge in CLIL subjects, attention will focus on the best assessment tools in line with formative assessment, and the need to scaffold tasks and exam questions.

scholarly journals Developing Intercultural Communicative Competence: Formative Assessment Tools for Mandarin as a Foreign Language

2019 ◽  
Vol 16 (Number 2) ◽  
pp. 97-123
Author(s):  
Dorothy DeWitt ◽  
Suet Fong Chan
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Formative Assessment ◽  
Communicative Competence ◽  
Formative Assessments ◽  
Assessment Tools ◽  
Intercultural Communicative Competence ◽  
Intercultural Communication Competence ◽  
Intercultural Exchange ◽  
Linguistic Backgrounds

Purpose - Intercultural communicative competence (ICC) is important in intercultural exchange, to address problems and conflicts which may arise due to miscommunication that results from interlocutors’ diverse cultural and linguistic backgrounds. Interlocutors may have different perceptions and interpretations of communicative behaviour. However, cultural and intercultural aspects seem to be ignored in teaching Mandarin as a foreign language (MFL) in Malaysian higher education institutions. Hence, the ICC level among local MFL learners is unknown. In this study, formative assessments were designed in a culturally integrated MFL module to investigate learners’ level of ICC in a selected Malaysian polytechnic. Methodology - The polytechnic was selected as cultural competency was incorporated in the MFL course. A design and developmental research was carried out to design formative assessment for ICC based on experts’ feedback. The assessment comprised Intercultural Discussion and Reflections, Cultural Discovery, Cultural Quizzes and an Intercultural Communicative Task. They were implemented to assess learners’ ICC. Findings - The results indicate that different forms of assessment were suitable for assessing the respective competences, and that multiple forms of formative assessment should be employed to assess and improve MFL learners’ ICC. Significance - Instructors in higher education could apply these forms of formative assessment to develop ICC among their MFL learners. The assessments could also be extended to intercultural communication competence development in other languages, which is important in a multicultural and globalized society.

Using the World Wide Web for Formative Assessment

1998 ◽  
Vol 27 (1) ◽  
pp. 71-79 ◽  
Author(s):  
Tom Buchanan
Keyword(s):  
Higher Education ◽  
World Wide Web ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
World Wide ◽  
Formative Assessments ◽  
Traditional Teaching ◽  
The World ◽  
Computer Based

It is widely acknowledged that formative assessments and feedback on performance can play an important role in supporting learning. In traditional teaching and learning paradigms, students are constrained by time, place, and resources in the extent to which they may access such support. These problems can be addressed using computer based systems, and the World Wide Web has great potential as a platform for these. This article describes the implementation and use of such a system, which proved popular with students. Patterns of usage are discussed, as is the role of such systems in current and future models of higher education.

Enhancing Clinical Supervision Using High-Definition Real-Time Digital Recording, Annotation, and Bluetooth Technology

2019 ◽  
Vol 4 (2) ◽  
pp. 356-362
Author(s):  
Jennifer W. Means ◽  
Casey McCaffrey
Keyword(s):  
Graduate Students ◽  
Data Collection ◽  
Real Time ◽  
Clinical Supervision ◽  
Video Recording ◽  
Advanced Technology ◽  
High Definition ◽  
Recording Technology ◽  
Self Confidence ◽  
Additional Data Collection

Purpose The use of real-time recording technology for clinical instruction allows student clinicians to more easily collect data, self-reflect, and move toward independence as supervisors continue to provide continuation of supportive methods. This article discusses how the use of high-definition real-time recording, Bluetooth technology, and embedded annotation may enhance the supervisory process. It also reports results of graduate students' perception of the benefits and satisfaction with the types of technology used. Method Survey data were collected from graduate students about their use and perceived benefits of advanced technology to support supervision during their 1st clinical experience. Results Survey results indicate that students found the use of their video recordings useful for self-evaluation, data collection, and therapy preparation. The students also perceived an increase in self-confidence through the use of the Bluetooth headsets as their supervisors could provide guidance and encouragement without interrupting the flow of their therapy sessions by entering the room to redirect them. Conclusions The use of video recording technology can provide opportunities for students to review: videos of prospective clients they will be treating, their treatment videos for self-assessment purposes, and for additional data collection. Bluetooth technology provides immediate communication between the clinical educator and the student. Students reported that the result of that communication can improve their self-confidence, perceived performance, and subsequent shift toward independence.

Sports Concussions (TBI), Imbalance, and Dizziness

2015 ◽  
Vol 25 (1) ◽  
pp. 36-41 ◽  
Author(s):  
Steven M. Doettl
Keyword(s):  
Assessment Tools ◽  
Vestibular Evoked Myogenic Potentials ◽  
Post Injury ◽  
Management Tools ◽  
Concussion Management ◽  
Post Concussion Syndrome ◽  
Behavioral Marker ◽  
Valid Assessment ◽  
Injury Assessment

It has been widely accepted that the assessment of balance after concussion plays a large role in determining deficit. Qualitative balance assessments have been an established piece of the post-injury assessment as a clinical behavioral marker of concussion for many years. Recently more specific guidelines outlining the role of balance evaluation in concussion identification and management have been developed as part of concussion management tools. As part of the ongoing development of concussions protocols, quantitative assessment of balance function following concussion has also been identified to have an important role. Frequently imbalance and dizziness reported following concussion is assumed to be associated with post-concussion syndrome (PCS). While imbalance and dizziness are common complaints in PCS, they can also be a sign of additional underlying pathology. In cases of specific dizziness symptoms or limited balance recovery beyond the initial post-concussive period, a quantitative vestibular assessment may also be needed. Electronystagmography and videonystagmography (ENG/VNG), rotary chair testing (RCT), and vestibular evoked myogenic potentials (VEMPs) have all been identified as valid assessment tools for vestibular dysfunction following traumatic brain injury (TBI). The assessment of balance and dizziness following sports-related concussions is an integral piece of the puzzle for removal from play, assessment of severity, and management.

International Telesupervision: The Clinical Fellowship Experience

2017 ◽  
Vol 2 (11) ◽  
pp. 73-78
Author(s):  
David W. Rule ◽  
Lisa N. Kelchner
Keyword(s):  
Graduate Students ◽  
Clinical Supervision ◽  
Rural Areas ◽  
The United States ◽  
Speech Language Pathology ◽  
Access To Services ◽  
East African ◽  
The World ◽  
Language Pathology ◽  
National Certification

Telepractice technology allows greater access to speech-language pathology services around the world. These technologies extend beyond evaluation and treatment and are shown to be used effectively in clinical supervision including graduate students and clinical fellows. In fact, a clinical fellow from the United States completed the entire supervised clinical fellowship (CF) year internationally at a rural East African hospital, meeting all requirements for state and national certification by employing telesupervision technology. Thus, telesupervision has the potential to be successfully implemented to address a range of needs including supervisory shortages, health disparities worldwide, and access to services in rural areas where speech-language pathology services are not readily available. The telesupervision experience, potential advantages, implications, and possible limitations are discussed. A brief guide for clinical fellows pursuing telesupervision is also provided.

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