Development of a German version of the Carer Support Needs Assessment Tool (CSNAT): The process of translation and cultural adaptation

ObjectiveThe Carer Support Needs Assessment Tool (CSNAT) was developed in the UK and has been shown to be effective to assess and address support needs of family carers of terminally ill patients at home. In German language, there is a lack of an evidence-based comprehensive assessment tool for family carers in palliative home care. The objectives of this study were to translate and develop a culturally adapted version of the CSNAT for a German-speaking context including the assessment of feasibility, face, and content validity.MethodA translation and validation study was conducted in three steps: (1) translation of CSNAT following International Society for Pharmacoeconomics and Outcomes Research criteria; (2) cognitive testing in five German-speaking regions in Germany, Austria, and Switzerland with 15 family carers; and (3) pilot testing in palliative home care services. Evaluation was by telephone interviews with those involved in the assessments (family carers, health care professionals) and a focus group discussion with the health care professionals. Data were analyzed using content analysis.ResultsThe regional idiomatic variety raised challenges in the process of translation. Cognitive testing revealed semantic, conceptual, syntactic, and idiomatic issues. During the pilot, 25 assessment conversations were held. Carers reported that the German version called “KOMMA” was brief, easy to understand and to complete, and helpful. They appreciated that the items adequately addressed their support needs and reminded them of their own strengths and resources. Health care professionals observed good acceptance by carers, the expression of unexpected patterns of needs, and extensive assessment conversations, but some raised concerns that the assessment process might shift attention to carers’ needs at the cost of the patients.Significance of resultsA multi-step process of translation, cognitive testing, and pilot testing led to a culturally well-acceptable German tool (KOMMA). Comprehensibility, acceptance, face, and content validity, as well as feasibility were demonstrated.

Equity during peer conferences: A linguistic comparison by race and gender

This paper provides an analysis of students’ peer assessment conversations in introductory college calculus. Prior research shows that this type of activity can support meaningful student learning. However, previous studies have suggested that students from different groups (e.g., by race or gender) may have different opportunities to participate in such discussion-based activities. Accordingly, this paper explores the participation of students in peer assessment conversations, by focusing on the types of feedback and word choices used by different groups of students, by race and gender. Based on computer-aided textual analysis, this paper provides insights into the types of words used by different students in the class. While there was evidence of inequities in participation between men and women, the results for race were inconclusive. These results suggest that peer conferences have some potential for producing more equitable participation in calculus.

Teaching students to think like a paramedic: Improving professional judgement through assessment conversations

IntroductionThe ability to self-assess is essential to the practitioner who often works independently, and reflective practice is entrenched within the paramedic process of care. In order to develop these practices a paramedic student must be able to self-identify mistakes and learn from their errors. However, student assessment has traditionally focused heavily on outcomes, with errors being penalised. Justification for traditional approaches to assessment of paramedic students acknowledges the potentially catastrophic consequences associated with mistakes being repeated in the real world out-of-hospital setting. Responding to the challenge of balancing the reflective practice skills set with ‘real world’ implications of a paramedic’s mistakes, an assessment process was re-designed. The ‘Student-Tutor Consensus Assessment’ (STCA) was created to rebalance assessment weighting from being exclusively outcomes focussed, and encourage students to apply similar critical lens to events as the paramedics who are assessing them. Parallel tutor and student self-assessments are applied to simulated scenarios, with scores awarded to criteria where consensus has been reached between student and tutor judgements. MethodsFinal year undergraduate Bachelor of Paramedic Science students enrolled in a capstone topic were invited to complete a paper-based questionnaire at the end of their studies. Questions sought student perceptions about the STCA features and effectiveness. ResultsThere was a 95% response rate (n=90). Responses to the six different questions showed a range of 85.6–95.6% broad agreement regarding the value, effectiveness and suitability of the method. ConclusionThe pilot STCA approach proved highly successful, with student endorsement for the continued and expanded application of this teaching approach.

SAUDI TEACHERS’ PRACTICES OF FORMATIVE ASSESSMENT: A QUALITATIVE STUDY

Shifting from teacher-centred to student-centred practices requires teachers to understand strategies to interact with students in science classes. Formative assessment strategies are very critical component of classroom interaction where teachers obtain information about student learning wherever possible. Traditionally, however, teachers ask questions and evaluate student responses but without investigating student contributions to the classroom interaction. This qualitative study aimed at developing teachers’ knowledge of formative assessment strategies when teaching science-based inquiry in Saudi Arabia. 12 teachers were observed when teaching science and details of one teachers’ practices of formative assessment is presented in this study. Formative assessment framework that describes assessment conversations is used and modified to observe teachers’ assessment practices. Assessment conversation consists of four-step cycles, where the teacher elicits information from students through questioning, the student responds, the teacher recognizes the student’s response, and then uses the information to develop further inquiry. Findings indicate that teachers ask questions and receive responses but rarely allow students to share their own ideas or discuss their own thinking. The study underlines the importance of integrating formative assessment strategies during scientific inquiry teaching for professional development as a way to increase student participation and allow opportunities for students’ inquiry in science classes. Key words: assessment conversations, formative assessment, science inquiry.