Evaluation, Feedback, and Promoting Self-Directed Learning

Evaluation

Definition: Evaluation is the process by which the teacher assesses the learners’ knowledge, skills and attitudes, based on criteria related to educational goals.

Key Components of Evaluation & Specific Teaching Behaviors:

1. Observation of Learners

Teaching behavior:

• Observe learner’s performance

2. Questioning

• Forms of Questions
- open-ended questions (what? how? why?)
- closed-ended questions (do? can? have?)

• Wait Time

Teaching behaviors:

• Ask questions to assess knowledge

Types:
- Fundamental (basic, foundational, background)
- Applied (practical, problem solving, operational)

Levels: Cognitive complexity required for answering
- Recall (lower complexity)
- Analysis or synthesis (higher complexity)

(1) Fundamental x Recall Knowledge
(memorization/retrieval of information)
Example: “What are the major causes of renal failure?”

(2) Fundamental x Analysis/Synthesis
(higher cognitive processing; e.g., determine relationship between aspects of a topic; combine diverse concepts into a coherent whole; apply deductive reasoning)
Example: “How would you contrast the etiologies of renal failure?”

(3) Applied x Recall
(application of recalled knowledge to a specific patient, case, clinical scenario)
Example: “What is this patient’s BUN?”

(4) Applied x Analysis/Synthesis
(application of analyzed/synthesized knowledge to a specific patient, case, clinical scenario)
Example: “What is your diagnostic plan for this patient?”

• Ask questions to assess skills

Level of difficulty
- Simple Example: “Can you show me how me how to percuss the abdomen?”
- Complex Example: “Can you demonstrate placement of a central line?”

• Ask questions to assess attitudes
Examples:
“What behaviors do you feel are important for showing collegial respect?”
“What factors are influencing your choice of specialty?”
“How are your feelings about patients with prescription narcotics dependency affecting your treatment of this patient?”

3. Assessing Self-Assessment

Teaching behavior:

• Ask learner to self-assess
Examples:
Knowledge:
Fundamental Recall – “How would you assess your memory of the major causes of hepatic coma?”
Applied An/Synth – “Do you think your knowledge base is adequate to take care of this patient?”
Skill: “Are you comfortable with your skill in placing an arterial line?”
Attitude: “How would you assess the level of respect you showed to the patient we just saw?”

Sample Verbs for Use in Stating Performance Goals

I. Knowledge

Promotion of Self-Directed Learning

Definition: Self-directed learning is the form of learning initiated by the individual learner's needs, goals and interests. This category deals with approaches the teacher can use to influence motivation and use of resources, thereby fostering self-directed learning.

Characteristics

1. Less reliance on teacher for direction

2. Learner treated as active participant

3. Learner's experience provides internal motivation for learning

Key Components of Promoting Self-directed Learning & Specific Teaching Behaviors:

1. Motivation for Self-Directed Learning

a. Types of motivation:

• need-oriented

• goal-oriented

• learning-oriented

b. Obstacles (e.g., burnout, daily workload, peers, teachers)

Teaching behaviors:

• Ask learners to identify goals, needs, interests (Evaluation / Communication of Goals)

• Ask learners how they want to address needs (Feedback - Interactive)

• Explicitly reinforce evidence of self-directed learning (Feedback)

• Use controversy / doubt / curiosity

• Brainstorm with learners

• Record topics for further consideration

• Provide opportunities for learners to pursue their chosen topics

• Model motivating SDL behaviors

2. Resources

a. Outside reading

b. Consultation with peers, experts, learners, or patients

c. Computer resources

Teaching behaviors:

• Discuss approaches to using resources for lifelong learning

• Inform learners about resources for lifelong learning (e.g., reading, consultation, computer resources)

• Model use of resources for lifelong learning

Expanded Teaching Framework: Definitions & Teaching Behaviors