Physician Assistant Student Perceptions of “Muddiest Point” Classroom Assessment Technique Implementation

Aycock, Mallory M; Sikes, Martha L.; Stevens, Gregg

doi:10.1097/jpa.0000000000000197

Cited by 7 publications

(6 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students will also be encouraged to submit their muddiest points from the specific case at 18:00. The use of this classroom assessment technique will encourage students to evaluate the case content in a self-reflective manner, thus requiring their active participation in their learning through the submission of questions and will also provide the facilitator with feedback regarding the learning process (Aycock, Sikes & Stevens 2018). Including this in the framework ensures awareness of learning and knowledge gaps and encourages self-directed learning.…”

Section: Discussionmentioning

confidence: 99%

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Khuabi¹,

Bardien²,

Beer³

et al. 2022

Human Functioning, Technology and Health

View full text Add to dashboard Cite

Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published.v Research justificationThis book focuses on learning and teaching in rehabilitation sciences in an African context. This book is the second volume in the book series, 'Health, Functioning and Technology', and brings together the key themes of the series by focusing on how education can impact health and functioning through various innovative methods, including the use of technology. In this book, we discuss local contextual drivers for renewing rehabilitation professions curricula that support graduates to become competent, socially accountable and adaptable to change.

show abstract

Section: Discussionmentioning

confidence: 99%

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Khuabi¹,

Bardien²,

Beer³

et al. 2022

Human Functioning, Technology and Health

View full text Add to dashboard Cite

show abstract

“…The studies' sample sizes ranged from nine to 1,050 participants, and the aggregate sample size totaled 2,882 adult participants across all 22 studies. Six studies were related to the health care field (Aycock et al, 2018;Bullock et al, 2018;Elshami & Abdalla, 2017;Freeman & Tashner, 2015;Jamil et al, 2018;Srivastava et al, 2018). Four focused on English as a foreign language (Estaji & Mirzaii, 2018;Jiang, 2014;Mohamadi, 2018;Mohamadi Zenouzagh, 2019).…”

Section: Study Outcomesmentioning

confidence: 99%

“…The fields of social sciences (Deeley, 2018), physical education (Martos-Garcia et al, 2017), and mathematics (Cross & Palese, 2015) were each represented by a single study. These studies were carried out in different parts of the world: six were conducted in the United States (Aycock et al, 2018;Barnes & Gillis, 2015;Bullock et al, 2018;Cross & Palese, 2015;Freeman & Tashner, 2015;Keller, 2017) Online electronic writing summative assessment Improved students' learning and competences…”

Section: Study Outcomesmentioning

confidence: 99%

“…Jiang (2014), Barnes and Gillis (2015), Martos-Garcia et al (2017), andElmahdi et al (2018) Improved understanding Baleni (2015), Barnes and Gillis (2015), Freeman and Tashner (2015), Dascalu et al (2017), Aycock et al (2018), Hansen and Ringdal (2018), and Bullock et al (2018) Useful and immediate feedback Baleni (2015), Cross and Palese (2015), Barnes and Gillis (2015), Keller (2017), Martos-Garcia et al (2017), Deeley (2018), Estaji and Mirzaii (2018), Hansen and Ringdal (2018), Srivastava et al (2018), Bullock et al (2018), and Mohamadi Zenouzagh (2019) Improved students' learning and scores Cross and Palese (2015), Elshami and Abdalla (2017), Hawe and Dixon (2017), Keller (2017), Deeley (2018), Elmahdi et al (2018), Estaji and Mirzaii (2018), Jamil et al (2018), Leiva et al (2018), Mohamadi (2018), Srivastava et al (2018), Bullock et al (2018)…”

Section: Increased Classroom Participationmentioning

confidence: 99%

See 1 more Smart Citation

New Trends in Formative-Summative Evaluations for Adult Education

Mubayrik

2020

SAGE Open

View full text Add to dashboard Cite

The aim of this article was to review the different evaluation approaches for adult learners and the effect on promoting the quality of teaching and learning. This study aimed to identify new trends in adult education formative-summative evaluations. Data were collected from multiple peer-reviewed sources in a comprehensive literature review covering the period from January 2014 to March 2019. A total of 22 peer-reviewed studies were included in this study. Results were systematically analyzed to answer three questions as follows: what are the new trends in the summative and formative evaluations of adult learners? What are the new trends in the summative and formative evaluations of adult learners engaged in distance learning? And what are the outcomes/drawbacks in the summative and formative evaluations of adult learners? An analysis of the existing literature indicated that those who instruct adults must use a wide variety of pre- and post-assessment tools to match students’ differences with their needs. It also highlighted the importance of “assessment for learning” rather than “assessment of learning” and “learning-oriented assessment” (LOA) for lifelong learning, thus preparing adult learners for future responsibilities and decision making. It also indicated the importance of reflection and immediate feedback for the adult learner. Assessment of mental phenomena such as creativity should have defined terms. The findings of this article supported the argument for more attention to be paid to new trends in evaluations used in adult education. One important result of this kind of evaluation is its facilitation of self-confidence within the adult learning setting.

show abstract

“…Although this method allows for open-ended responses, it can be time-consuming for instructors in large-enrollment courses to review all the cards and aggregate responses and it can be challenging to implement in asynchronous classes. 14 A final strategy involves pairing the MP activity with a "most surprised" statement in which students summarize a learning point or pearl from class that was unexpected or caught their attention. 15 Pairing MPs with "most surprised" statements can provide additional ways for students to engage with course material even when they feel they understood the content for a unit of instruction.…”

mentioning

confidence: 99%

Revitalizing the Muddiest Point for Formative Assessment and Student Engagement in a Large Class

et al. 2022

View full text Add to dashboard Cite

Background: Ascertaining student understanding can be challenging in large-enrollment and hybrid or asynchronous courses. Problem: Instructors needed an innovative instructional strategy to encourage student engagement and support learning in a large-enrollment, mixed-format pathophysiology class. Approach: A weekly, graded assignment was created by merging the formative assessment commonly referred to as the muddiest point (MP) with an asynchronous discussion board activity within the learning management system. Each week, students were required to submit a question and respond to a peer. Instructors created a remediation lecture based on the most common student questions. Outcomes: The majority of students reported they benefitted from the MP discussion boards and remediation lectures. Conclusions: The MP discussion board activity is a flexible, instructional strategy to determine areas of confusion, increase student engagement, and facilitate learning in large-enrollment classes offered in multiple formats.

show abstract

Physician Assistant Student Perceptions of “Muddiest Point” Classroom Assessment Technique Implementation

Abstract: The Muddiest Point is a CAT that is simple for the instructor to implement and showed overall perceived benefit to the PA student. The Muddiest Point is an effective method to gauge student learning and allows students to be active participants in their education.

Cited by 7 publications

References 6 publications

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

New Trends in Formative-Summative Evaluations for Adult Education

Revitalizing the Muddiest Point for Formative Assessment and Student Engagement in a Large Class

Contact Info

Product

Resources

About