Test effectiveness

Clinical Laboratory Technician (CLT) / Medical Laboratory Technician (MLT) programs

Clinical Laboratory Science (CLS) / Medical Technology (MT) programs

university-based and hospital-based

the institution that provides the clinical education also grants the baccalaureate degree.

the hospital provides the clinical education and partners with an academic institution to provide the baccalaureate degree.

2+2 programs, integrated programs and plus 1 program.

Junior then senior year clinicals

at the start it is 4 years incorporated

3 years of pre-requiste and the senior year 1 year of rotations

Yes only that the student already has a BA and will be awarded a certificate

a process of external peer review, an agency grants public recognition to a program of study or institution that meets established qualifications and educational standards

Yes.

Approvals do not have site visits by NAACLS

Instructors and administrators to participate in self- evaluation, program puts out competent individuals and a mechanism to meet goals and objectives

ASCLS, ASCP

Application, self-study, paper review , site visit, NASCLS review, decision

6-10 to prepare document and it shows program complies with standards

NAACLS reviews self-study report

individual’s qualifications are recognized by a non-governmental organization or agency.

is to assure the public and employers that individuals are competent to practice in a particular profession.

NCA as a means of CE

Goals, objectives, learning activites and evaluation

Goals should describe what the learner will be able to do

Once goals have been identified, objectives developed to help the learner take specific steps to attainment of those goals.

an objective is more specific than a goal.

what the learner will be able to do after successfully completing a particular educational experience.

The new employee will understand all the laboratory safety policies.

After reading the safety manual, the employee will state the requirements for disposal of biohazardous materials.

After reading the safety manual, the employee will respond to a chemical spill using the proper procedures.

The major reason for using objectives is to facilitate clear communication between the learner and the instructor.

Guidelines for studying, learners to evaluate own progress, facilitating communication with the instructor

Yes NAACLS requires them for each course

written at lower cognitive levels, limit instructors flexibility, to time consuming to write.

terminal behavior, condition and standards

involves deciding what the learner must be able to do after completing the instructional activity in order to demonstrate mastery of the objective.

Identify the antibody specificity, Calculate the mean and standard deviation, List the components of Complement

The instructor should indicate what the learner will be provided or what will be denied.

Given a calculator, the student will..., Using a procedure manual, the student will, Given the frequencies of blood group antigens, the student will

This indicates how well the learner must perform to be considered acceptable, if not stated understood 100%

within 30 minutes, with 90 percent accuracy, within + 2 standard deviations

Given a Neubauer counting chamber, the student will perform manual white blood cell counts on four cerebrospinal fluid samples with 90 percent accuracy.

verb

to describe the performance, or the terminal behavior that the learner must exhibit

instructor expectations so the instructor and learner can identify behavior that will be accepted as evidence the learner has successfully mastered the objective.

Calculate Repeat, Diagram Select, Identify State, List Underline

The emphasis should be on the what the learner will do rather than on what the instructor will do.

The focus of objectives should be on the learning outcome rather than on the learning process.

Cognitive, psychomotor, and affective

includes intellectual learning outcomes such as the recall, comprehension , and the processes of analysis, synthesis, and evaluation.

Recall, application and problem solving

Remembering learned information.

At the conclusion of the clinical rotation in the histocompatibility laboratory, the student will list the steps in the procedure used to perform crossmatches for HLA compatibility prior to transplantation.

Understanding information and applying it to other material or new situations.

Given the results of an HLA antibody screening, the student will calculate the PRA (panel reactive antibody).

Analyzing, reorganizing, and synthesizing information. Making decisions and judgments based on information.

Given the results of HLA-A, -B, DQ and -DR antigen typings for a patient and family members, the student will determine the haplotypes of all family members and the best donor for a bone marrow transplant.

Awareness, valuing, commitment

Readiness, proficiency and adaptation

the most popular learning activity

most efficient in disseminating large quantities of info to any size group, instructor can summarize info from various sources, instructor can highlight topics in the textbook

learner is passive, 80% of what is learned forgotten in 2 months

Introduction, Body, Conclusion

Enthusiastic, keep a pace, minimize gestures, and maintain eye contact

higher cognitive domains and promotes problem solving.

affective and higher cognitive domains

Placement, formative and summative

Assess pre-requisite skills and knowledge

Cover a limited amount of information

Assess mastery of instructional material

Written, oral, computerized, practical exams

Achievement is based on performance of others

Assesses mastery by achieving predetermined minimal competencies

Assesses lower level cognitive skills, Does not match objectives , Grading is subjective

Want the learner to apply, analyze, evaluate, provide data ask for analysis

Objective and subjective

Multiple choice, true and false, and matching

Short answer and essay

Easy to make and greater sampling

Difficlt to create and tend to focus on recall

is a direct question or incomplete statement

"of the following” if a comparison is required

The responses should be of similar length, complexity, and format, correct answers tend to be longer

avoided

as little as possible, if at all.

All responses should be expressed in the same units, When the responses are number values, they should be arranged increasing or decreasing order.

Fast to take

encourages guessing

the students can be required to correct the false statements

useful for testing a large amount of information

promotes memorization

easy to make, useful for assessing higher cognitive skills

difficult to grade, limited sampling, subjective grading

Develop answers and criteria for each question prior to grading the test, Assign points for each criteria, Read all the students' answers to one question at a time, Grade the test without knowing the student's identity.

Used to determine the effectiveness of the items

distribution of grades, mean

Pass rate, distribution of responses

Ranges from +1 to -1

Indicates how well the item discriminated between good and poor performers

more poor performers got the item correct than good performers

Quality of item, Number of items, objectivity of grading, Students’ physical and emotional state

60-80%

How well a test measures what it was designed to measure, content and criterion

test relevant and balanced, an appropriate length, grading objective, discriminate between high and low achieving learners, difficult enough to be challenging but not unfair, test reliable, test valid