Learning through authentic assessment: An evaluation of a new development in the undergraduate midwifery curriculum

Raymond, Jane E.; Homer, Caroline; Smith, Rachel; Gray, Joanne

doi:10.1016/j.nepr.2012.10.006

Cited by 53 publications

(44 citation statements)

References 21 publications

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“…Authentic assessment activities are designed to mimic the complexity of 'real world' situations that students may encounter in life, and require the application of a combination of skills related to knowledge, skills and attitude [13].…”

Section: Authentic Forms Of Evaluation and Assessmentmentioning

confidence: 99%

Evaluation and Assessment in Early Social Science

Hus¹,

Matjašic²

2017

ujer

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Authenticity is an important element in the newer models of teaching, evaluation and assessment. Due to the fact that it is quite unclear how authentic evaluation and assessment should be implemented into practice, teachers still cling too much to traditional forms of knowledge evaluation and assessment. First, some basic theoretical facts on evaluation and assessment with an emphasis on authentic evaluation and assessment are listed. Next, an outline of empirical research findings on the characteristics of evaluation and assessment in the subject Social Science in Year 4 is presented. Data were obtained by a web questionnaire on a representative sample of teachers who were teaching the subject Social Science in Year 4 at various primary schools in Slovenia. We discovered that teachers very commonly use summative knowledge evaluation and assessment form. Among the authentic and alternative forms research and simulation are predominant.

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Section: Authentic Forms Of Evaluation and Assessmentmentioning

confidence: 99%

Evaluation and Assessment in Early Social Science

Hus¹,

Matjašic²

2017

ujer

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“…Learning through authentic assessment: An evaluation of a new development in the undergraduate midwifery curriculum [30].…”

Section: Title Year Place Objective Of the Studymentioning

confidence: 99%

“…Thus, most are strategies aimed at the development of skills in the measurement of BP [19], female urinary catheterization [30], intravenous catheterization [22], health evaluation [27] and other skills of advanced nursing practice [29].…”

Section: Title Year Place Objective Of the Studymentioning

confidence: 99%

Evaluation of Learning and Competence in the Training of Nurses

Silva¹,

Menezes²,

Gonçalves³

2017

int arch med

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Introduction: health education becomes a more complex process since it aims to ensure the training of professionals with the knowledge, skills, attitudes and values necessary for their performance. Thus, the adoption of strategies that allow the integral evaluation of the competence is required.Objective: to analyze the scientific evidence about the evaluation of learning and competence in undergraduate nursing education.Method: An integrative literature review with online search in LI-LACS, MEDLINE, Web of Science, SCOPUS and CINAHL databases, through the following descriptors: Competence-Based Education, Nursing Education, Learning, and Assessment. Results:The 18 articles selected and careful read had a synthesis and critical analysis, identifying the following thematic categories: the concept of competence; essential competence to the training of nurses; learning strategies; and evaluation. It was evidenced that, despite some polysemy around the term competence, the concept presented more similarities than differences and the nursing competence identified are similar to those recommended by the National Curricular Guidelines. It was also observed the emphasis in the learning strategies in simulated settings, and there are doubts about methods and the construction of evaluation tools. Conclusions:The evaluation of learning and competence continues to be a challenge for nursing educators, and it is recognized that there are difficulties in this process. Therefore, the development of reliable evaluation tools based on criteria and indicators that can verify the performance of the student in action and their earliest possible approximation to real learning scenarios are necessary.

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“…3,[5][6][7] Traditional assessment methods place greater emphasis on testing student acquisition of knowledge and concepts, whereas authentic assessment methods test transference of knowledge and integration of complex concepts. 3,[5][6][7] Traditional assessment methods place greater emphasis on testing student acquisition of knowledge and concepts, whereas authentic assessment methods test transference of knowledge and integration of complex concepts.…”

Section: The Case For Authentic Assessmentmentioning

confidence: 99%

Designing Authentic Assessment

2015

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One of the challenges facing contemporary higher education is the need to design and support authentic projects reflecting knowledge and skills relevant to the students both in the academic context and future employment field. This paper presents a project for 2nd year students preparing for careers in Instructional Technologies and Organizational Training. The project product was an interactive self-assessment item repository (SAIR) accessible via the department Learning Management System. The project involved a 3-stage instructional design, linking two courses. In the final stage student teams consulted with lecturers to ensure the quality and relevance of the product. The project design fulfils criteria for authenticity suggested by two different models. Our 3-year study showed that the SAIR gained quantity and quality along the instructional path. Lecturers' views indicated partial satisfaction with the SAIR and the interaction with student teams, along with an acknowledgment of the essential value of the process. Students' views on tests and test items were probed prior to and following instruction, and some significant changes were found regarding tests, the usefulness of choice response test items, and their own ability to identify and correct faulty item formulation. Interviews suggested that students felt empowered by the instructional and technical tools they had gained.

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Learning through authentic assessment: An evaluation of a new development in the undergraduate midwifery curriculum

Cited by 53 publications

References 21 publications

Evaluation and Assessment in Early Social Science

Evaluation and Assessment in Early Social Science

Evaluation of Learning and Competence in the Training of Nurses

Designing Authentic Assessment

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