Lesson Evaluation/Teaching Traumatic Brain Injuries
Lesson Evaluation
The effective nurse educator employs a variety of formative and summative techniques during curriculum implementation to monitor student learning. A well-developed lesson plan employs both formative and summative assessments. A nurse educator should plan to use data from these assessments to guide instruction.
Concept maps describe the relationships between concepts and allow for an improved understand through critical thinking and analysis. To understand the link between formative and summative assessment strategies, develop a concept map describing the flow of assessment strategies throughout your own lesson plan. Be creative in your design. A rationale should be included for your choice of assessments.
Use the Topic Materials and your own research, to develop your concept map. Include the following criteria to create your concept map for this assignment:
Description of one formative assessment strategy to be used in lesson plan with rationale.
Explanation of how the data from the formative assessment will guide your instruction.
Description of one summative assessment strategy to be used in the lesson plan with rationale.
Explanation of how the data from the summative assessment will guide your future lesson plan revisions.
Description of the instructor satisfaction survey to be administered to students.
Explanation of how data from the instructor satisfaction survey will guide your teaching practice.
Cite two or three peer‐reviewed/scholarly resources no more than 5 years old in your paper.
Prepare this assessment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Lesson Evaluation; Teaching Traumatic Brain Injuries
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Lesson Evaluation; Teaching Traumatic Brain Injuries
Formative assessment and summative assessment are essential aspects of teaching, especially in nursing classes. Formative assessment mainly entails the expectation of the learners towards the objective of the course. The assessment always has low stakes and has no grading rationale; thus, at some point, it may discourage students from performing specific tasks. When it comes to summative assessment, it evaluates the student's abilities to achieve the course's objectives. Therefore, it evaluates the students learning at the end of the course while comparing it to some source standards. According to Yüksel & Gündüz (2017), the process of evaluating the student learning at any given point in time, such as a quick quiz to assess the collective sum of the knowledge at the end of a unit, class, or course usually completed before moving onto other content." The learners' amount of information is the summative assessment objective (Dolin et al., 2018). Traumatic brain injuries are one of the courses that important in nursing practices. As a nurse educator, I have integrated both formative and summative assessments to ensure that the teaching objective is achieved and the learners can gain the core concepts in Traumatic Brain injuries (Ng et al., 2019).
Formative Assessment
Traumatic brain injuries include; understanding the overall meaning of craniocerebral trauma, its causes, symptoms, diagnosis, treatments, and preventive measures (Ng et al., 2019). The most effective formative assessment to use in the achievements of these objectives is the in-class group discussions. Group discussions are key elements that ensure the class's overall performance (Yüksel & Gündüz, 2017). It is efficient since it ensures slow learners' improvements and unable to understand some concepts concerning Traumatic Brain injuries. It ensures that fast learners can understand Traumatic Brain injuries' basics (Dolin et al., 2018). Besides, discussion ensures the learners' active involvement since the learning practice is broken down to autonomous group leaders.
How The Data From The Formative Assessment Will Guide Your Instruction
In order to ensure that the discussion is adequate and the courses' objectives are achieved, various methods can be used n in the achievement of practical in-class discussions. I will divide the learners into groups of five members to ensure effective management of these groups (Yüksel & Gündüz, 2017). Furthermore, a small number of learners in a group enhances understanding among the members. Group leaders will then be selected from each group to ensure a defined discussion in effective control. Each group will then be given different topics concerning Traumatic Brain injuries, including; the overall meaning of craniocerebral trauma, its causes, predisposing factors leading to the condition, symptoms, diagnosis, treatments, and preventive measures (Dolin et al. 2018). The discussion will then be performed twice every week to ensure enough time for the learners to integrate the week's course content. Furthermore, the adequate time for the discussion is during the double lessons, and when the students have concentration have decreased significantly. Discussions always involve active involvement, thus rejuvenating the student's concentration.
Summative Assessment
These assessments are always high staking and counterchecks if the understanding of Traumatic Brain injuries aligns with the instructors' outcomes. One of the practical summative assessments is the instructor-created exams. The instructor created exams is always achieved by setting content regulated examination based on the activity that the students did. The instructor-created exams always measure the students' retention memory of the students related to the course covered. I always use this strategy since it gives me the actual representation of the learners' achievements in the formative assessment strategy (Yüksel & Gündüz, 2017). Having group discussion brings in a lot of expectations which makes it relevant for more specific exams. Instructor-based exams always ensure that the students are tested in regards to what they have been taught. The fact that my formative assessment on Traumatic Brain injuries is always in in-class group discussions, the best way to ensure that...