Nuraan

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**Title of assignment and task:** HDHET - Assignment 1, Design and evaluate a criterion-based assessment which takes into account current HE assessment scholarship and the nature of your field.

**Author:** Nuraan Liebenberg **Institution:** Cape Peninsula University Of Technology

=Context of your assignment, e.g. discipline, students, level of studies = The discipline in which this assignment will be implemented will be that of Emergency Medical Sciences. The students who will be receiving this assignement will be First year students on the National Higher Certificate Emergency Care programme, who are required to function at an National Qualification Framework (NQF) level 5. It is thus that the assessor will be requiring students to develop in the Application and Analysis levels of Blooms Taxonomy, Cognitive domain.

=Full task description including title of assignment and formative tasks leading up to summative task = The title of the assignment is "A critical reflection essay on the approach to patient assessment and management".

Students will receive a video showing scenario, along with two articles which talks about the "ABCDE Approach to a critically ill or injured patient. They will be given the instructions below.

__Assignment Instructions: __ Using the articles Titled; "The ABCDE approach to the critically ill or injured patient" as a guide, watch the video provided, then critically reflect on the scenario according to the questions below.

media type="youtube" key="gFLfNao-rR8" height="315" width="420"
 * 1) Was the structure of the approach to the scene and patient adequate?
 * 2) Did the practitioners manage their time efficiently?
 * 3) Was the appropriate treatment applied to the patient?
 * 4) How do you think their patient assessment and management contributed to the patients' outcome?

__<span style="font-family: Arial,Helvetica,sans-serif;">REMEMBER: __
 * <span style="font-family: Arial,Helvetica,sans-serif;">Include an introduction (how you intend on completing your critical reflection) and a conclusion (summarize, and report your overall view of the scenario).


 * <span style="font-family: Arial,Helvetica,sans-serif;">Critical thinking or reflection involves challenging both sides of a 'story'


 * <span style="font-family: Arial,Helvetica,sans-serif;">Your opinions, views or challenges need to be supported by evidence (literature and resources).


 * <span style="font-family: Arial,Helvetica,sans-serif;">Use the assessment criteria in the assessment rubric to assist you in meeting the desired outcomes.

__<span style="font-family: Arial,Helvetica,sans-serif;">Structure of Reflective essay: __ <span style="font-family: Arial,Helvetica,sans-serif;">Font style - Arial <span style="font-family: Arial,Helvetica,sans-serif;">Font size - 12 <span style="font-family: Arial,Helvetica,sans-serif;">Line spacing - 1.5 <span style="font-family: Arial,Helvetica,sans-serif;">Paragraph format - Justified <span style="font-family: Arial,Helvetica,sans-serif;">Referencing Style - Havard Style Referencing <span style="font-family: Arial,Helvetica,sans-serif;">Minimum References - 10 references dated between 2002-2012

__<span style="font-family: Arial,Helvetica,sans-serif;">Prior activities to summative assessment: __

<span style="font-family: Arial,Helvetica,sans-serif;">Prior to the summative assessment, students would have received two sessions of lectures (this amounts to 6 x 45 minute lecture periods) where the content covered was presented in the form of power-point presentation and involved group work where the articles used in the summative assessment were simplified to a common level of understanding. This level of understanding was assessed formatively and at random times during the lectures. For the formative feedback students were required to plot themselves on a linear graph (likert scale), how well they understood the content and articles, where a value of 1 meant they did not understand and 10 meant they fully understood to the point where they can explain it (see attached ).

<span style="font-family: Arial,Helvetica,sans-serif;">The lecturer then, depending on the feedback would explain certain areas of concern in different ways and then, reassess with the same formative feedback. The formative assessment would follow this "theory". The students will be required to complete a skill called 'Patient Assessment - Medical' and after completing the skill they will be asked to write a reflection essay on how they think they did in the skill assessment, see document attached. = = =<span style="font-family: Arial,Helvetica,sans-serif;">Marking grid/rubric = See attached =<span style="font-family: Arial,Helvetica,sans-serif;">Rationale for design based on theoretical educational literature =

=<span style="font-family: Arial,Helvetica,sans-serif;">Peer review = <span style="font-family: Arial,Helvetica,sans-serif;">Name of peer reviewer: Valerie Claassens / Ambrence Fisher <span style="font-family: Arial,Helvetica,sans-serif;">Comments: <span style="font-family: Arial,Helvetica,sans-serif;">The assessment mirrors real life situations. <span style="font-family: Arial,Helvetica,sans-serif;">Well polished - according to feedback on formative assessment. The same approach could be used on the summative assessment. <span style="font-family: Arial,Helvetica,sans-serif;">The formative assessment does not include scene management application. More detail required on the formative activities to speak to constructive alignments. Further detail can be provided as background to students and course. (Difficult for reviewers to judge whether or not intellectually challenging - not familiar with subject matter) =<span style="font-family: Arial,Helvetica,sans-serif;">Changes implemented after peer review =