A Diversity of Evaluation

Strategies
Brieanna Bradford, Hussah Bubshait, Linda Quackenbush, Amy Scalise
Hussah: Evaluation Tool
Topic: Type I DM
Teaching activity: case study
S.E a 12 year old girl, is taken to the pediatrician by her dad. She says she
feels bad and exhausted all the time. Her dad notes that she has been
drinking and eating a lot and is always go to the bathroom, he noted that she
appears tired and thinner. He also comments that her breath is changed. The
fasting blood glucose level is 333mg/dl, S.E. is referred to the endocrinology
clinic.
Evaluation method: In- class test questions.
Definition: Questions are sentences worded or expressed so to elicit
information. At the end of class, I would give the students 5 different questions
about type I DM, these questions will represent the class discussion and
learning objectives. It will help the students to remember and understand what
they have studied in the class with the patient.
Evaluation activity: I will tell the students to pretend that she is the nurse
caring for this client, and she needs to answer the following questions:

1. What are the main problems for the child at this time?
2. List five aspects of teaching that need to be covered with the patients
dad. Describe how those may be best taught.

For evaluation, the students will take full grade if they:

1- Identifies and demonstrates a sophisticated understanding of the main
issues/problems in the case study.
2- List five aspect teaching that they need to be covered with the client dad
such as nutrition, medication (insulin), follow up, activity (exercise),
and supporting.
Linda Evaluation Tool: One Minute Paper
The one minute paper helps students to reflect on and the instructor to identify
if the main objectives were obtained and what knowledge they learned
throughout the class.
Questions for one minute paper:

1. What are the layers of the skin?

2. Name three techniques that help to prevent skin breakdown.

Amy Evaluation Tool:

In the discussion post, please address: Possible Points
Points Earned
DDST II Score for individual items, including:
1. Personal-Social (relating to people and caring for personal
needs)
20
2. Fine Motor-Adaptive (eye-hand coordination, manipulation
of small objects and problem solving)
3. Language (hearing, understanding and using language)
4. Gross Motor (sitting, walking, jumping and overall large
muscle coordination)
Complete DDST II Score 10
What is the childs calculated age? 5
What is your interpretation of this score? 10
What would your next steps be? (Watch, refer, reassure) and 10
Why?
What behaviors did you note from the parents during the 5
screening?

Reflection, including:
1. Why do you think this developmental assessment is 30
important?
2. What do you think a diagnosis of a delay means for a
patient and their family?
3. How might you help families cope with a new diagnosis of
a delay?
4. What is something new that you learned from this
assessment?
5. How can you use what youve learned from this in your
future practice?
Proper use of grammar and APA format 10
Total Possible Points: 100

Brie Evaluation Tool:

Rubric: A set of guidelines pertaining to meeting the student learning centered outcomes for a
case management case study.

Needs Meets
Criteria Inadequate
Improvement Expectations
Priorities: Student correctly
Student partly
Student correctly Student does not identifies the
identifies the
identifies the priority answer the priority for the
priority for the
for the patients care question patients care
patients care needs
needs needs

Education: Student partly Student creates

Student creates creates patient patient teaching
Student does not
patient teaching teaching initiatives initiatives and
answer the
initiatives and and mentions mentions
question
mentions resources resources for resources for
for discharge discharge discharge

Safety: Student does not

Student asks
Student asks ask appropriate
Student does not appropriate
appropriate questions to patient
answer the questions to
questions to patient question regarding living but
patient regarding
regarding living not directly
living safety
safety involving safety.
 Communication in
groups: Student
Student does not Student is present communicates
Student participate in for the discussion effectively in
communicates group but does not give group to
effectively in group communication their answers collaborate and
to collaborate and identify answers
identify answers

Table of Evaluation Strategies:

Evaluation Formative or Learning Learning centered Level of
strategy summative activity objectives being learning:
measured

1 (Hussah) Summative Case study At the end of the class Cognitive

evaluation (remembering)I
1- the student will be
chose this level
able to Identify the main
because I want to
problems for the diabetic
improve the
child.
critical thinking
2- The student will be abilitiesin the
able to analyze the case student and help
study them to analyses
what they have
learned.

Affective:
responding
2 (Linda) Formative video clip 1. Identify the layers of Level of learning:
pressure injury the skin cognitive-
This is just a check
staging 2. Describe quality understanding
to see if students
initiatives to prevent
are on track, there The visual piece
skin breakdown
may be a grade for helps to promote
participation, but a better
Through identifying
there is no specific understanding of
and understanding
right or wrong the
the layers of the
answer. integumentary,
skin, students can
which promotes a
identify the pressure
deeper learning
injury which can
and is able to be
then help them to
applied to
identify how to
different learning
prevent skin
styles.
breakdown.

3 (Amy) Formative Developmental Apply the DDST to a Cognitive

Assessment of pediatric patient and domain: apply,
Pediatric score them analyze,
appropriately based on
Patient and create.
this scale (level 3 of
Online Blooms taxonomy). I Affective
Discussion chose this learning domain:
Post objective because respond,
students have the organize.
opportunity to use Psychomotor
information that they are domain:
learning prior to class and imitate,
apply it in a different
context, to their own
articulate.
pediatric patient.

Interpret what the DDST

score means for the
pediatric patient and
reflect on the
significance of this
score (level 2 of Blooms
taxonomy). The student
 is translating their
learning into action, and
then critically thinking
about what this means for
the patient using the
reflective portion of the
paper.

4 (Brie) Formative Case The learner will Cognitive:

Evaluation because Management determine safety priorities remembering,
it is focused on Case Study in discharge planning, understanding,
discharge planning assess the client needs analyzing
for a patient going and resources and to
Affective: valuing
into the community actively engage in group
setting. This is one discussion provider their Psychomotor:
concept of case study. imitate
community nursing
throughout the
course. The rubric
pertains directly to
the activity so it is a
one-time evaluation
for me to
understand if they
are comprehending
the importance of
assessing for
discharge to the
community setting.
http://canadiangovernmentexecutive.ca/confronting-the-wicked-using-evaluation-to-boost-innovation/

Links:
Rubrics
One Minute Paper

References:

ASCD (2013). How to create and use rubrics for formative assessment and grading.

Retrieved from: http://www.ascd.org/publications/books/112001/chapters/What-

Are-Rubrics-and-Why-Are-They-Important%C2%A2.aspx

George Washington University (ND). Classroom assessment techniques. Retrieved

from: https//library.gwu.edu/utlc/teaching/classroom-assessment-techniques-cats

Herrman, J.W. (2016). Creating teaching strategies for the nurse educator (2nd ed.).

Philadelphia, PA : F.A. Davis Company.