Test questions/evaluation method appropriate for learners, content and objectives; scores received by the learners, reported as group data 10% Appropriate evaluation tool developed for learner feedback; summary of feedback to the teacher 10% of EBT Project to class 20% Presentation of learning throughout this project, including goals Self-evaluation for continued professional growth as an evidence-based teacher 20% Total (20% of overall course grade): 100% Peer Review (5 % of course grade DUE Apr. 24) – Use assigned tool to evaluate the EBT Project of an assigned classmates. Response to feedback from Peer Review (5% of course grade DUE May 1) – Respond to the peer review provided by the assigned classmates. % of COURSE ASSIGNMENT DUE DATES Due Teaching Project Plan and Objectives 10% Feb. 14 Learner Needs Assessment 5% Feb. 28 Literature Review 15% Mar. 13 Instructional Strategies/Media 5% Mar. 20 Evaluation Items and Rubric/Scoring Tool 10% Mar. 27 Evidence-Based Teaching Project Final Report (uploaded) 20% Apr. 17 Peer Reviews; EBT Project Presentations (Group A) 5% Apr. 24 Response to Feedback from Peer Reviews; Self-Evaluation (culminating component of EBT Project Final Report); EBT Project Presentations (Group 5% May 1 B) TOTAL proportion of final course grade for Evidence-Based Teaching 75% Project (including all components): TOTAL proportion of final course grade for Class Participation, both 25% and on-line: Assignment Summary Schedule (ALL assignments are to be submitted electronically): Course Outline: Historical roots, purposes and techniques of action research and reflective, evidence-based practice in health professions schools in the US and internationally Contextual characteristics (school, profession, clinical practice) with potential impact on teaching and learning Alignment of contextual priorities for improving teaching and learning with specific needs of a group of learners Development of instructional objectives to facilitate evaluating levels of mastery Professional reflection and self-analysis supporting improved learning
Test questions/evaluation method appropriate for learners, content and objectives; scores received by the learners, reported as group data 10% Appropriate evaluation tool developed for learner feedback; summary of feedback to the teacher 10% Presentation of EBT Project to class 20% Self-evaluation of learning throughout this project, including goals for continued professional growth as an evidence-based teacher 20% Total (20% of overall course grade): 100% Peer Review (5 % of course grade – DUE Apr. 24) Use assigned tool to evaluate the EBT Project of an assigned classmates. Response to feedback from Peer Review (5% of course grade – DUE May 1) Respond to the peer review provided by the assigned classmates. Assignment Summary Schedule (ALL assignments are to be submitted electronically): COURSE ASSIGNMENT DUE DATES % of Due Teaching Project Plan and Objectives 10% Feb. 14 Learner Needs Assessment 5% Feb. 28 Literature Review 15% Mar. 13 Instructional Strategies/Media 5% Mar. 20 Evaluation Items and Rubric/Scoring Tool 10% Mar. 27 Evidence-Based Teaching Project Final Report (uploaded) 20% Apr. 17 Peer Reviews; EBT Project Presentations (Group A) 5% Apr. 24 Response to Feedback from Peer Reviews; Self-Evaluation (culminating component of EBT Project Final Report); EBT Project Presentations (Group B) 5% May 1 TOTAL proportion of final course grade for Evidence-Based Teaching Project (including all components): 75% TOTAL proportion of final course grade for Class Participation, both and on-line: 25% Course Outline: Historical roots, purposes and techniques of action research and reflective, evidence-based practice in health professions schools in the US and internationally Contextual characteristics (school, profession, clinical practice) with potential impact on teaching and learning Alignment of contextual priorities for improving teaching and learning with specific needs of a group of learners Development of instructional objectives to facilitate evaluating levels of mastery Professional reflection and self-analysis supporting improved learning