08 Oct Assessment and Evaluation in Education Performance Evaluation

Assessment and Evaluation in Education

Performance Evaluation

 

The Performance Evaluation is due on Sunday of Week 7 at 11:59 p.m. MT. The guidelines and rubric are listed below as well as in the downloadable document.

 

Performance Evaluation Guidelines and Rubric Download Performance Evaluation Guidelines and Rubric

 

Purpose

 

This assignment gives the MSN student the opportunity to apply information regarding providing constructive feedback to learners by developing a written evaluation. This summative evaluation will focus on a learner who is successful and a learner who is unsuccessful in demonstrating specific competencies. The MSN student may select between the practice setting of nurse professional development or a traditional academic setting, based upon the student’s career focus.

 

Course Outcomes

 

Through this assignment, the student will demonstrate the ability to do the following.

 

CO 1: Apply information related to assessment and evaluation in diverse healthcare and academic settings to foster learning. (PO 1)

 

CO 2: Incorporate caring, professional values, and ethics in the application of assessment and evaluation processes to diverse learning activities. (POs 2, 4)

 

CO 3: Employ a spirit of inquiry and scholarship to foster professional development regarding the use of assessment and evaluation in diverse healthcare and academic settings. (POs 3, 4)

 

Requirements

 

Description of the Assignment

 

This assignment has two major parts. The first part is the development of a written summative evaluation using the required template for a learner who is successful, but still needs improvement in one of the identified competencies. The second part is the development of a written summative evaluation for a learner who is unsuccessful and must repeat the content. For both parts of this assignment, the following three competencies are to be used.

 

Demonstration of quality nursing care

 

Demonstration of professional behavior

 

Demonstration of information from evidence-based practice literature

 

The MSN student may select ONE of the following practice settings based upon career goals. The practice settings are noted to be the following.

 

For the MSN student who is focusing on nurse professional development, the learner’s clinical competencies are being evaluated as part of a performance improvement plan.

 

For the MSN student who is focusing on an academic setting, the learner is a student in a fundamental nursing class who requires successful completion of the didactic and clinical components.

 

For the selected practice setting, the MSN student is required to complete this assignment for one learner who has successfully demonstrated all required competencies, but has one competency that needs improvement AND one learner who has not successfully demonstrated all required competencies. Each competency must be evaluated regarding the knowledge, skills, and attitudes related to professional nursing practice of the competency.

 

Criteria for Content

 

This assignment consists of two required parts:

 

Part 1: Completion of the written Final Performance Evaluation for one learner who is successfully demonstrating TWO of the required competencies but needs improvement in the third required competency.

 

Part 2: Completion of the written Final Performance Evaluation for one learner who is unsuccessful in all two of the required competencies.

 

Note: The practice setting is based upon the MSN student’s future practice setting as a nurse educator.

 

For each of the two learners, the written summative evaluation is completed using the Final Performance Evaluation Form noted below. Specific fictional examples of learners’ expected behavior or absence of behavior are to be provided in the Educator’s Summative Assessment column in order to support the decision regarding satisfactory, improvement needed, or unsatisfactory. A comprehensive concluding statement must be provided that summarizes the decision. A separate Final Performance Evaluation form must be completed for the satisfactory learner and for the unsatisfactory learner.

 

Part 1: Written Performance Evaluation for the Successful Learner: The required content for the written summative evaluation is the following.

 

Identify the practice setting

 

Provide a fictional example identifying the behaviors of the successful learner in the clinical setting

 

Identify the evaluation score for each competency

 

Identify the competency that needs improvement

 

Objective wording present in the Educator’s Summative Assessment that supports the Evaluation Score

 

Specific fictional examples of learner’s behavior for knowledge, skills, and attitudes for each competency

 

Comprehensive concluding statement regarding the summative evaluation

 

Part 2: Written Performance Evaluation for the Unsuccessful Learner: The required content for the written summative evaluation is the following.

 

Identify the practice setting

 

Provide a fictional example identifying the behaviors of the unsuccessful learner in the clinical setting

 

Identify the evaluation score for each competency

 

Identify the two competencies that are unsatisfactory

 

Objective wording present in the Educator’s Summative Assessment that supports the Evaluation Score

 

Specific fictional examples of learner’s behavior for knowledge, skills, and attitudes for each competency

 

Comprehensive concluding statement regarding the summative evaluation

 

Preparing the Assignment

 

Criteria for Format and Special Instructions

 

Part 1 requires the use of the Final Performance Evaluation Form: Successful Learner’s Summative Evaluation, noted below.

 

Part 2 requires the use of the Final Performance Evaluation Form: Unsuccessful Learner’s Summative Evaluation, noted below.

 

Title page must follow APA guidelines as found in the current edition of the manual.

 

Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.

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