Patch 9: Shifting Your Design of Assessments

A response to the Thought Vectors and Nuggets Activity
created by Tracy Bencze (@Tracy)

Number of views: 140

I had my “aha moment” right at the beginning of the article when they discussed the workshop’s goal: encouraging faculty to question the purpose of assessment and explore ways to enhance students’ learning. As a newer faculty member who jumped right into developing and delivering my first course, determining the assessment component was a significant challenge. It was even more complex because the students I was teaching and assessing were already experienced nurses who had previously learned many of the standards, skills, and theories I was covering. My objective was to help them take their learning to a higher level, focusing on critical thinking and advanced learning as adult learners. The article’s emphasis on assessment for promoting learning, with the aim of teaching students to approach and solve problems using their knowledge and skills, perfectly aligned with my goals.

Promoting intrinsic learning is a topic I introduce in week one. Returning to school while working full time and juggling various responsibilities is undeniably challenging. The article’s discussion of learning driven by intrinsic motivation, rather than external rewards, resonates with my approach to encouraging deep learning in students.

Here are two strategies the article discusses to promote deep learning:

  1. Give students choices: Allows students to express their understanding in diverse ways, such as creating videos or choosing their own topics. Providing opportunities for creativity during the learning process fosters intuitive practices that enhance learning outcomes.
  2. Make learning relevant: Students seek meaning in their learning and want to connect it to their own lives. In the nursing courses I teach, this is somewhat easier because my students already have a nursing background and personal experiences they can draw from. As a nurse myself, providing examples related to our topics comes naturally and helps students see the real-world applicability of what they are learning.

These strategies not only align with the article’s emphasis on promoting deep learning but also cater to the unique needs and backgrounds of my nursing students, making the learning experience more engaging and meaningful for them.

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