Assessment is one of the most important aspects of learning. It’s used to determine if the material is being properly comprehended and applied by the students. This can help teachers make decisions about the pacing of the course and which individuals need help understanding certain components of course content. As stated in GALO assessment is interconnected to learning outcomes and instructional objectives. This is the reason CODA accreditation standards are very adamant that learning objectives are both clear and visible to students in the program. Assessments are designed specifically around instructional objectives to yield the desired learning outcome.
I believe assessments that happen frequently and consistently are the best methods of assessment in an entry-level dental hygiene program. All those quizzes, tests and exams we took in our undergraduate studies are a perfect example of an effective assessment technique. The use of selected-response format questions can hit multiple aspects of instructional objectives with relative ease. This is why the National Board exams are formatted this way. Complete with a solid blueprint, as GALO suggests, select-response format items can cover a wide array of objectives with unmatched efficiency. These questions can also appeal to higher levels of thinking if constructed correctly.
Another method of assessment that comes with high frequency and consistency is daily clinical grades and clinical competencies. These experiences with patients are where so much learning and progress occurs. Objectives and outcomes are put to the test daily here and by the end of the entry-level program they all should be met. Clinical situations with live patients present multiple opportunities for critical thinking and problem solving. Hand skills and kinesthetic learning outcomes are most effectively assessed in this environment as well. These 2 frequent assessments are very similar to the one-time assessments that carry great significance to all dental hygiene students. These include the National Board exams and the Regional clinical exams. I understand the purpose of these 2 exams and they utilize the main forms of assessment that are practiced day in and day out over the 2 years of hygiene instruction. I can sympathize with the arguments against these licensing examinations, but students that pass courses in an accredited dental hygiene curriculum are very prepared to face these types of assessments.
While frequency and consistency are key in preparation for these final examinations of DH competency, I have found that the rare assessments and activities are where a good amount of learning can happen. When a new active learning activity, followed by a non-graded alternative assessment is presented, I find myself more engaged and interested in the material at hand. Therefore, it is important not to forget these active learning activities with different types of assessments to maximize learning potential, provide valuable feedback to instructors, and spice things up in the classroom.
I often times do not like change and always tell myself I do better when things are normal and I am “used” to it. However, the new assessments that we have had these last two semesters have really been enjoyable. So I agree with you that when there is a new learning activity and an alternates assessment I also become more engaged and interested in it. It really does help “spice up” things in the classroom!
I like how you addressed non-graded assessments. This gives the student some idea about where they are in a low stakes setting. It helps them improve and prepare for the graded assessment. Oftentimes educators overlook the value of these activities and assessments, but students tend to like the chance to have a “practice” run before the real thing, and rightfully so, we are here to teach and guide, not just give grades.
There definitely needs to be that consistency for preparing for exams, but we also have to prepare students for every day clinical practice ie. patient communication, answering patient questions, and making on the spot clinical judgement. Like you said, daily clinical grades test these items frequently to ensure that the student is continually competent in these areas. Although it helps students prepare for their exams, it also aides in developing the critical thinking and communication skills they will need while in DH practice.
You noted that for an entry level undergraduate course that quizzes and exams are one of the best ways to effectively assess students. The frequency and consistency of these exams definitely prepares students for licensure exams and meets course goals and objectives. Do you think if we switched to doing more active learning experiences, that we could still meet those learning goals and outcomes to prepare students for their licensure examinations. Like many others have said we get comfortable teaching traditional methods and assessments. While this may prepare many students for their licensure exams, some students like chad miss out on meaningful active learning experiences that are better suited for their learning styles.