A Philosophy of Proof - Final

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  1. JeremyTaulbee Pre-Health Advisor, NMSU jtaulbee@ad.nmsu.edu NMAAA 2015 Conference 2. “Give a man a fish and he’ll eat for a day.Teach a man to fish and he'll…
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  • 1. JeremyTaulbee Pre-Health Advisor, NMSU jtaulbee@ad.nmsu.edu NMAAA 2015 Conference
  • 2. “Give a man a fish and he’ll eat for a day.Teach a man to fish and he'll eat for a lifetime.”
  • 3. • Teach and Learn • Evaluate Student Progress • Write Outcomes • Revise & Reinforce Act Plan DoCheck
  • 4. • Teach and Learn • Evaluate Student Progress • Write Outcomes • Revise & Reinforce Act Plan DoCheck
  • 5. Domain Level Definition of Outcome Knowledge Recall or recognize information Comprehension Restate concepts or procedures through translation, interpretation or extrapolation Application Use knowledge to achieve a specific purpose; some discretion or inventiveness may be required Analysis Extract essential elements, relationships, or principles of a problem, situation, theory, idea Synthesis Combine and integrate ideas and information from a variety of sources to create an original product (communication, plan, abstract relationship) Evaluation Identify the most desirable choice or action in a choice situation in terms of internal evidence or external criteria Adapted from Gainen, J. & Locatelli, P. (1995). Assessment for the new curriculum: A guide for professional accounting programs. Sarasota, FL: America Accounting Association. • I use Bloom’sTaxonomy to write outcomes ranging from the most simplest (Knowledge) to the most complex (evaluation) learning results. • This allows students to climb the proverbial staircase to mastering certain content and activities.
  • 6. Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain, 1956. Benjamin S. Bloom, Max D. Engelhart, Edward J. Furst, Walker H. Hill, and David R. Krathwohl
  • 7. • “Students master learning objectives for advising over time, as they do in the classroom.” (Hurt, 2007) • When learning a new concept or new skill, students will go through a three stage process of learning: Knowledge Understanding Behavior • I developed a list of what each learning outcome will look like in the knowledge and practice of the student, as they move through each stage of Learning
  • 8. Knowledge Understanding Behavior Identify the academic expectations of a professional health program application Know the Academic expectations for application Register for, and Earning a competitive GPA in required courses Submit application having completed all academic requirements competitively Identify the healthcare fields that are consistent with their interests, abilities and life goals. Know the Basic healthcare Career Categories Takes courses, get to know their interests and abilities and articulate life goals Choose a healthcare career based on interests and articulate their motivation
  • 9. • Teach and Learn • Evaluate Student Progress • Write Outcomes • Revise & Reinforce Act Plan DoCheck
  • 10. • What experiences or programs will you use to facilitate student learning? • I developed experiences where I felt each learning outcome would be most relevant. • I also classified where along the learning process (knowledge, understanding, behavior) each experience would assist in achieving the learning outcomes.
  • 11. 1 = Knowledge 2 = Understanding 3 = Behavior Learning Experiences NSR Advising AWO Pre- Health Session 1st Appointm ent Website Pre-Health 360 Videos Social Media "Journey" Brochure Roadmap Brochure Advising Contact Student Org Seminar/ Workshop Career Services Mock Intervew LearningOutcomes Identify the academic expectations of a professional health program application. Know the academic expectations for applications 1 1 1 1 1 1 1 Take appropriate courses, identifying and using academic support to earn good GPA 2 2 2 Submit application having completed all academic requirements competitively 3 3
  • 12. • Teach and Learn • Evaluate Student Progress • Write Outcomes • Revise & Reinforce Act Plan DoCheck
  • 13. • Scoring guide that clearly describes the criteria used to assess performance. • Provides students with clear and detailed feedback
  • 14. • Step One: • Divide a desired objective or learning outcome into measurable pieces (Criterion Points); • I used the three stage learning process of Knowledge, Understanding and Behavior for my three Criterion points.
  • 15. • StepTwo: • Identify the degrees of performance that students will be evaluated for each specific outcome. • The four degrees I chose are (listed from least satisfactory to most satisfactory) Developing, Improving, Competent and Excellent.
  • 16. • StepThree: • For each criterion point of the learning outcome (Knowledge, Understanding, Behavior) add descriptors that will assist with scoring at each level.
  • 17. • Step Four: • Insert a description for each intersection of criterions points and degree of performance. • For each criterion point, the description allows you see what each degree of performance would look in the action of the student.
  • 18. • Term-to-Term assessment begins with Fall 2014 cohort of new incoming pre-health freshmen. • Students will be identified as “Pre-Health” at New Student Orientation and brought in at mid-term each semester • Track the progress of each student over their first six semesters • Students are typically ready to apply for graduate health school after six semesters
  • 19. • Teach and Learn • Evaluate Student Progress • Write Outcomes • Revise & Reinforce Act Plan DoCheck
  • 20. “Give a man a fish and he’ll eat for a day.Teach a man to fish and he'll eat for a lifetime.”
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