Module Components

• Overview
• Assignments

Topics

• Assessing Learning Outcomes
• Testing
• Competency Assessment
• Learning Contracts
• Portfolios
• Conclusion

Nurs 791 - Instructional Strategies and Assessment

Module 8: Assessing Learning

Assessing Learning Outcomes

As we focus on teaching and different ways to use various instructional strategies and media for teaching, the proverbial question of “I taught, now, what, and how much did they learn?” demands attention. Even during learning experiences, a teacher may seek an answer to that question. One approach to doing so may be indirect – e.g. looking at facial expression or body language. This approach is highly subjective and may be more appropriate for considering emotional responses to the learning experience (e.g. level of engagement) or physical aspects (e.g. fatigue). The more direct approach involves either inviting questions or comments from learners or asking questions of the learners. These comments, questions, or answers are immediately helpful in gauging whether learning is taking place, the need for clarification, etc.

The terms assessment, evaluation, and appraisal are often used interchangeably when discussing how learning outcomes are quantified. Merriam-Webster Online defines “assess” as to determine the rate or amount, or to determine the importance, size, or value. Thus, the process of assessment is the action of assessing, or appraising. Likewise, to evaluate is to determine the value.

Oermann and Gaberson (2014, 2017) discuss assessment in detail, its purposes, and list five principles of effective assessment.  Key points in these principles include:

1. clarity about what to assess;
2. a good match, or “consistency” between the type of assessment and what is being assessed;
3. meeting learner needs for feedback and teacher needs about supporting learning;
4. using multiple methods of assessment; and
5. considering each assessment as a “sample” of overall learner achievement.