utilizing multiple grader rubrics for practical assessment of student performance

1ExamSoft Assessment Conference | #ASSESS2015

ExamSoft Assessment Conference

#ASSESS2015

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Utilizing Multiple Grader Rubrics for Practical Assessment of Student Performance

Sherry Jimenez, Ed.D. Sarah Zahl, Ph.D.

Assistant Dean for Educational Development Director of Educational Assessment

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Agenda

• Audience Response• MUCOM Brief Overview • Multiple Grader Rubrics

– Assessment Types and Examples– Tracking outcomes in rubrics

• Recommendations• Small Group- Pair/Share• Q&A

Audience Response

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Audience Response

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MUCOM Overview

• Competency Based Curricular Design• Systems based/integrated curriculum

– Course Director, multiple internal faculty and external clinicians

– e.g. Cardiovascular course + OSCE• iPad exclusive• Building a culture of evidence among

faculty/students/administrators

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Tracking Student Performance

• Competencies• COMLEX blueprint• System• Discipline• Learning Domains• Course specific outcomes

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National Board of Osteopathic Medical ExaminersFundamental Osteopathic Medical Competencies

COMLEX Blueprint

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Use of Rubrics

• Lab Practicals: Osteopathic Manipulative Medicine (OMM) Lab

• Simulations• Objective Structured Clinical Examinations (OSCE)• Small Group Evaluations: Clinical Medicine

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Small Group Evaluations

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Small Group Evaluations – Grading Process

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Small Group Evaluations – Grading Process

• Complete the administrative planning process externally before using ExamSoft

• Pre-assign faculty graders and students• Pre-assign assessment area (region)• Prepare extra materials and guides• Communication

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OSCE

• Humanistic rubric, SOAP note, SP evaluation, self-assessment

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Lab Practicals

• Paper Very complex online process streamlined process in ExamSoft

Old process: multiple stations, partner flip, multiple regions, multiple graders and students at each station

New process: one station, partner flip only, one region (pre-determined but surprise to student)

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Outcomes

• Culture shift –modifying structure • Positive feedback – ease of evaluation• Immediate faculty feedback – inter-rater • Timeliness of student feedback• Pairing rubric data with written exam data to develop

longitudinal reports • Continuous refinement

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Group/Pair Share

• How are you currently assessing student performance in practical settings?

• How could you incorporate multiple grader rubrics in your curriculum?

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Discussion

• Debrief and share

• Questions?

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Thank You

sjimenez@marian.edu

szahl@marian.edu