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Tutorial Methods of Instruction

Tutorial Methods of Instruction. Assessment and Feedback Adapted from a presentation at PBL2002 by Dr. Bill Galey, University of New Mexico, School of Medicine. Five Assessment Questions. Why should assessment be done? What should be assessed? When should assessment occur?

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Tutorial Methods of Instruction

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  1. Tutorial Methods of Instruction Assessment and Feedback Adapted from a presentation at PBL2002 by Dr. Bill Galey, University of New Mexico, School of Medicine

  2. Five Assessment Questions • Why should assessment be done? • What should be assessed? • When should assessment occur? • Who should do assessment? • How should assessment be done?

  3. Why is it important to Assess? • To help the student improve • To inform the student and others of the student’s level of content mastery • To determine if the curriculum and/or teaching methods achieve the goals intended

  4. Times for Assessment in PBL • End of each class • End of each problem • Midterm • End of course • Whenever necessary

  5. What should be assessed? • Mastery of content knowledge • Attainment of skills • Attitudes about subject • Attitudes about PBL/PLTL • Behaviors that support group functions

  6. What can be assessed? • Knowledge • Reasoning skills • Communication skills • Assessment skills • Attitudes and behaviors

  7. Who should assess? Self Peers Facilitator Instructor

  8. Assessment in PBL is Subjective But so is assessment in most of life!

  9. Seven Elements of Effective Feedback • Establish shared common goals • Create a safe environment • Give clear feedback • Accept and consider “rebuttals” • Develop a plan for improvement • Seek and achieve a mutually acceptable outcome • Establish a means to evaluate results

  10. Tips on How to Give Feedback so That It is Heard • Use non-threatening language • Focus on patterns or behavior • That are associated with group goals and objectives • Use specificexamples • Be descriptive, not judgmental • Use “I” messages: I think…, I feel...

  11. Tips on Giving Effective Feedback • Use the “PNP” Approach • “P” Say something Positive • “N” Say something Negative or Needing attention • “P” Say something else Positive • When using this approach, use transitional statements such as: “at the same time” or “in addition” • Rather than, “but” or “however.”

  12. Tips on Giving Effective Feedback • Use the Four “What” Statements • What I liked about what you did. • What I would do differently. • What I would stop doing. • What I would continue doing.

  13. Tips on Giving Effective Feedback • Stick to the subject under discussion • Address one issue at a time. • Don’t let yourself be distracted • Don’t give a monologue • Give receiver a chance to respond. • Expect feedback from the receiver. • Give feedback in a timely fashion • As soon as possible after the event

  14. Give and Take in Feedback • Being able to receive feedback well is important because: • It models the behavior you want from students. • It “Levels” the playing field • It helps you become better

  15. Receiving Feedback Non-Defensively • Look at is as a potential learning tool, not as a criticism or attack. • Manifest receptive body language • Avoid defensive response • Ask for clarification or examples. • Use active listening techniques: rephrase, paraphrase. • Ask for specific ideas about the issue can be resolved. • Try to keep your ego separate from what is perceived as your behavior.

  16. Receiving Feedback Non-Defensively (Continued) • Remember, all feedback reflects sender’s perceptions, mood, and personality. • Remember, making mistakes is human and that the worst mistake is not to learn from one’s mistakes. • When responding: • Present your perceptions (if you feel it is necessary). • Avoid excuses. • Focus on the issues presented. (If you have issues with the presenter, raise them at another time.)

  17. Achieving a Mutually Satisfactory Outcome Summarize what has been agreed to. Set time to check back with the person to discuss progress.

  18. Qualities of Good Feedback • Honest • Succinct • Substantive and concrete with references to observed behaviors • Sparse in “feel-good” statements • Internally consistent • Balanced with both strengths and weaknesses

  19. How to Make It Work • Do it regularly • Keep notes on behaviors and examples • Begin with the group • What did we do well? • What can we improve next time to maximize our learning? • Model self-assessment • Invite others to comment. • Listen and learn (don’t be defensive)

  20. How to Make It Work • Have students self-assess • Others add their observations • Add your thoughts to those of the group • Be gentle • Be aware of prejudices and interpersonal dynamics. • Be flexible.

  21. How to Make It Work • When peer assessment is unkind • Rephrase in neutral words • Give the deliverer feedback on their assessment

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