Assessing Dental Students’ Competence: Best Practice Recommendations in the Performance Assessment Literature and Investigation of Current Practices in Predoctoral Dental Education © 2008 American Dental Education Association + Author Affiliations Direct correspondence and requests for reprints to Dr. Judith E.N. Albino, President Emerita and Professor, American Indian/Alaska Native Programs, School of Dental Medicine, Colorado School of Public Health, University of Colorado, Denver, Anschutz Medical Campus, Mail Stop F800, P.O. Box 6508, 13055 E. 17th Avenue, Aurora, CO 80045; 303-724-1467 phone; judith.albino@ucdenver.edu. Abstract In this article, the Task Force on Student Outcomes Assessment of the American Dental Education Association’s Commission on Change and Innovation in Dental Education describes the current status of student outcomes assessment in U.S. dental education. Keywords: Assessment represents a critical component of successful education in the skills, knowledge, affective processes, and professional values that define the competent practice of dentistry. This review is divided into six sections. Figure 1. Figure 2. Survey Methodology Figure 3. Table 1.
Learning Objectives - Teaching Excellence Articulate Your Learning Objectives Before you decide on the content to cover in your course, endow your course with a strong internal structure conducive to student learning. Alignment among three main course components ensures an internally consistent structure. OBJECTIVES articulate the knowledge and skills you want students to acquire by the end of the courseASSESSMENTS allow the instructor to check the degree to which the students are meeting the learning objectivesINSTRUCTIONAL STRATEGIES are chosen to foster student learning towards meeting the objectives When these components are not aligned, students might rightfully complain that the test did not have anything to do with what was covered in class, or instructors might feel that even though students are earning a passing grade, they haven’t really mastered the material at the desired level. Aligning these three components is a dynamic process, since a change in one necessarily affects the other two.
Dental Student Assessment Toolbox © 2009 American Dental Education Association + Author Affiliations Direct correspondence and requests for reprints to Dr. Gene Kramer, American Dental Association, 211 East Chicago Avenue, Suite 600, Chicago, IL 60611-2637; 312-440-7465 phone; 312-587-4105 fax; Kramerg@ada.org. Keywords: Preface from the Chair of the ADEA CCI: In 2005, the American Dental Education Association established the Commission on Change and Innovation in Dental Education (ADEA CCI) to build a consensus within the dental education community about innovative changes that are necessary in the education of general dentists to ensure that dental school graduates enter the profession fully competent to meet the oral health needs of the public.1,2 As a part of its work, the ADEA CCI established several task forces, including the Task Force on Student Outcomes Assessment. This Dental Student Assessment Toolbox is a first step in introducing alternative assessment tools and strategies into pre-doctoral dental education.
Faculty Google Guide - Information Technology Services - Brandeis Knowledge Base After following this guide, faculty members will be able to use Google products to make their classes more efficient. Integrate Drive into Group Projects Google Drive can help you streamline group projects in your classes. Google Drive is the future of Google Docs, providing features that allow for collaboration, cloud storage, and sharing. Here are some ways that you can integrate Google Drive into your class: Attachments are painful: Require students to submit assignments by placing in a shared folder, which would automatically download it to a folder in your computer. Make students pull their weight: Collaboration is Google Drive's middle name. Create a Course or Personal Website You can use Google Sites as an additional course management tool. To create a Google Site: Usage scenarios: Creating a shared class calendar with important due dates and embedding it on the siteCreating a pseudo-news site for a journalism classAllow students to edit certain parts of the site to increase interaction
iPads Provide Dental Students with Fast, Formative Feedback on Clinical Performance - Teaching with Technology Last week, a new piece of equipment was introduced for the Panoramic Imaging exercise DMD students were expected to complete in The Dental Center. This particular piece of equipment was not a sophisticated CT scanner or other hi-tech imaging device, but a simple iPad programmed to provide students with a higher quality of formative performance feedback than had previously been possible. As with other tablet-based assessment projects IT has developed ( links to related articles at the end of this post), at least part of the incentive to develop such a tool was based on the time constraints of providing individualized feedback to students. A process that once took 3 to 4 minutes per student has been reduced to under a minute thanks to a combination of touchscreen technology and an ingenious set of performance rubrics designed give students more qualitative, meaningful feedback. role in developing the rubrics. While Drs. To learn more about this project, we encourage you to contact Dr.
Best Practices for Teaching Online | Brown University The Brown Online team worked with University faculty from the online Pre-College Program to establish a set of best practices for teaching online. Not surprisingly, they are consistent with those long established in the field of distance education. If you plan to teach an online course, adhering to these guidelines will help ensure both your and your students’ engagement, enjoyment, and success in the course. 1. As you design your online course, consult with an Instructional Designer (ID) You may wonder, what is the role of the Instructional Designer? 2. For many of your students, this may be the first time they’ve participated in an online course. 3. When the class begins, connect with each student as they begin the online course to establish “teacher presence.” 4. If your students see you put time and energy into discussions, they will too. 5. Written feedback is just one way to provide student feedback in the online environment. 6.
Classroom Assessment Techniques (CATs) Print Version What Are CATs? Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening. Examples of CATs include the following. The Background Knowledge Probe is a short, simple questionnaire given to students at the start of a course, or before the introduction of a new unit, lesson or topic. It is designed to uncover students’ pre-conceptions.The Minute Paper tests how students are gaining knowledge, or not. Why Should I Use CATs? CATs can be used to improve the teaching and learning that occurs in a class. How Should I Use CATs? Results from CATs can guide teachers in fine-tuning their teaching strategies to better meet student needs. Where Can I Find More CATs? The standard references on CATs is Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition, by Thomas A.
Rubrics: Every Teacher's Friend Infographic K12 Infographics Teacher Infographics Rubrics: Every Teacher’s Friend Infographic Rubrics: Every Teacher’s Friend Infographic This Rubrics: Every Teacher’s Friend Infographic aims at helping K12 teachers understand that rubrics are the most powerful tools a teacher is probably not using! See also: Why Teachers Should Use Rubrics Infographic Read also: The 5 Best Free Rubric Making Tools For Teachers Via: www.edcourage.com Embed This Education Infographic on your Site or Blog!
Classroom Assessment Techniques (CATs) | GW Libraries The following guide is designed to explain and give examples of how in-class assessment can enhance university teaching and learning. These techniques are based on the work of Angelo and Cross (1993). If you have questions about this material or would like to meet with the University Teaching and Learning Center, please e-mail utlc@gwu.edu. What Are CATs? Classroom Assessment Techniques (CATs) are, typically, ungraded activities conducted in the classroom setting. Their purpose is to provide the instructor feedback on whether or not students understand course material so that adjustments can be made before the end of the term. Why Should I Use CATs? Frequent use of CATs: Provides regular feedback about student progress and can preempt misconceptions and poor performance on more heavily-weighted tests, quizzes, projects, etc.Gives insight into day-to-day teaching methods and student learning processes. Implementation and Examples of CATs Tips on implementation Additional Resources References
National Institute for Learning Outcomes Assessment AAHE Principles of Good Practice: Aging Nicely - A Letter from Pat Hutchings, Peter Ewell, and Trudy Banta AAHE Principles of Good Practice: Aging Nicely Twenty years ago, in 1992, the American Association for Higher Education’s Assessment Forum released its “Principles of Good Practice for Assessing Student Learning,” a document developed by twelve prominent scholar-practitioners of the movement. The principles have been widely used, studied, and written about (see for instance Banta, Lund, Black & Oblander, 1995), and adapted in other documents and statements. As noted in the introduction to the document, the purpose of the Principles was to advance assessment “as a powerful tool for educational improvement.” Seen through the lens of today’s assessment movement, Principle #7 is particularly worth noting: “Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.” The principles are posted below this letter. December 1992 1.