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Cardiac Arrhythmias: Therapeutic Analysis

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As we have learned last week, in order to enhance both the value of the learner's comprehension and the professional improvement of the educator, the assessment and evaluation of the learning process can be looked at as two interrelating strategies ( Carnegie Mellon University, 2016). During a topic on cardiac arrhythmias, I would want to monitor the students' learning outcomes by utilizing a formative evaluation. Using classroom assessment techniques (CAT) is a type of assessment tool, which would include observing the students' frame of mind and comprehension with respect to the course concepts( simulation labs), their study practices, or their reactions to my teaching methods (Scheckel, 2016). Another CAT I would use it the "one minute paper" technique by asking my students to jot down " What important questions remains unanswered?" at the end of each class session (Scheckel, 2016, p. 170). Learning and fully understanding cardiac arrhythmias can be intimidating; therefore, another formative evaluation technique I would want to use it the "Course related self-confidence surveys" which would provide me information on how "confident" the student feels about their ability to accurately identify a dysrhythmia. Based on these formative assessment methods, the immediate feedback will help me to make refinements in order to meet the learners' …show more content…
(2016). Developing and using classroom tests: Multiple choice and alternative format test items. In Billings, D.M & Halstead, J.A. (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 164-166). St. Louis, Missouri: Elsevier Inc.

Carnegie Mellon University. ( 2016). Formative vs Summative Assessment. Retrieved from http://www.cmu.edu/teaching/assessment/howto/basics/formative-summative.html

Scheckel, M. (2016). Designing Courses and Learning Experiences. In Billings, D.M & Halstead, J.A. (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 164-166). St. Louis, Missouri: Elsevier

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