Assessment of Rubrics for Health Science Education at the School of Medicine and Health Sciences, University of Papua New Guinea

@#This study carried out at the University of Papua New Guinea investigates undergraduate medical imaging science (MIS) students’ perceptions of the usefulness of individualised feedback using a rubric. In the first semester of 2017, 15 fourth year students in the research proposal design course were assigned to an assessment rubric, which comprised a detailed description of how their work was to be graded. Students were instructed to submit an initial draft of their writing. Electronic feedback was then provided to support the revision process. The benefits of the rubric and feedback were evaluated at the end of the semester using a paper-based survey, which provided participating students with the opportunity to critically reflect on the learning experience. The majority (93.3%) of the students were satisfied that the feedback on their draft proposal assisted their understanding on research methodology concepts which informed their progress with respect to achieving the assessment learning outcomes. This study has demonstrated that the use of a rubric as a formative assessment tool has had a positive impact on students’ learning experience. Reflection on the results of this study will lead to further refinement of the existing rubric and the development of others.

Repertory Of Urticaria, Rubrics Having Single Remedy.

When rubric is covered by a single remedy, the remedy is very useful for selection of similimum. Here I have tried to collect all the rubrics of urticaria having single remedy from Complete repertory.

Aprendizaje basado en la evaluación mediante rúbricas en educación superior / Learning based on assessment with rubrics: a study in higher educatio

En este trabajo se analiza la relación entre el aprendizaje autorregulado y la utilización de rúbricas. Se presentan dos estudios: en el primero se comparan los efectos de dos niveles de feedback (1 y 3) sobre la autorregulación del aprendizaje en estudiantes universitarios; el nivel 1 daba a los alumnos información sobre si el resultado del aprendizaje era correcto o incorrecto y el nivel 3 utilizaba la metodología de rúbricas dando indicación acerca del nivel de autorregulación. Se trabajó con una muestra de 72 estudiantes del Grado de Ingeniería Civil en la asignatura de Física Aplicada a los Materiales. Los resultados indican que no existen diferencias significativas entre ambos tipos de feedback, aunque sí se aprecia una tendencia a la diferencia en las medias y menor dispersión en el grupo experimental. En el segundo estudio se analizan las diferencias entre las dos formas de evaluación (formativa y sumativa) utilizadas en la asignatura de Física Aplicada a los Materiales. Los resultados señalan diferencias significativas entre todas las formas de evaluación, excepto entre la evaluación formativa en teoría y problemas y la evaluación sumativa en problemas tanto en el grupo experimental como en el grupo control.

This study analyzed the relationship between self-regulated learning and the use of rubrics. Two studies are presented: the first compared the effects of two different levels of feedback (1 and 3) on self-regulation of learning in university students. Level 1 gave information to students on whether or not their learning was correct or incorrect, whereas level 3 used the rubrics approach to shed light on the level of self-regulation. The sample consisted of 72 civil engineering students studying a course on physics applied to materials. The results indicate that there were no significant differences between the two types of feedback, although a tendency toward a difference in averages and less scattering were observed in the experimental group. The second study analyzed differences between the two types of assessment (formative and summative) used in a course on physics applied to materials. The results showed significant differences between all types of assessment, except between formative assessment in theory and problems and summative assessment in problems, both in the experimental and the control group.

A Study on Assessment System for Nursing Bachelor Degree Program Outcomes: Focused on Communication Ability Improvement / 간호행정학회지

PURPOSE: The core of accreditation for nursing education is to improve the ability and quality of graduates through a CQI system based on outcomes. For program outcomes of nursing education accreditation criterion, it is necessary to understand the relationship among education assessment, objective and curriculum. METHODS: The focus of this study was on program outcomes and the assessment. First measures for improving the general problems of program outcomes associated with the assessment system were stated. Detailed measure for practicing program outcomes, the assessment system and the assessment tool using Rubrics were discussed. RESULTS: Detailed measure were established for practicing the program outcomes, assessment system and assessment tool, which makes use of rubrics, program outcome No 3 of the Korean Accreditation Board of Nursing Education. CONCLUSION: Therefore it is expected that the assessment system established in this study will allow universities to conduct program outcomes and assessment.

Gathering Evidence for Distance Education / Juntando Evidencia para la Educación a Distancia

A technology for evaluating computer-based distance education curricula for children and people working with children is described. The technology originated from a model of evaluation described by Markle (1967). The components were elaborated through data-based decisions reported in technical reports for a reading acquisition program, two math programs, a curriculum for people with autism, and a professional development program for clinicians working with children and adolescents. The article integrates single-case and group evaluation strategies, and draws attention to the need for better data in evidence-based decisions, and the use of data in continuous improvement efforts. Details concerning the individual learner at the developmental level of evaluation are emphasized, including an illustration of an e-learning rubric assisting this level of evaluation.

Se describe una tecnología por computadora para evaluar curricula para la educación a distancia para niños y personas que trabajan con niños. La tecnología se originó de un modelo de evaluación descrito por Markle (1967). Los componentes se elaboraron a través de decisiones basadas en datos, publicadas en reportes técnicos sobre un programa de adquisición de la lectura, dos programas de matemáticas, un curriculum para personas con autismo y en el desarrollo de un programa para clínicos que estaban trabajando con niños y adolescentes. El artículo integra estrategias de evaluación de un solo caso y de grupos y hace hincapié en la necesidad de obtener mejores datos para la toma de decisiones basada en evidencia y para el continuo mejoramiento de los esfuerzos. Se enfatizan los detalles relativos al aprendiz individual a un cierto nivel de desarrollo y evaluación, incluyendo una ilustración de una rúbrica de un e-aprendiz asistiendo este nivel de evaluación.