FD Area: Assessment (continued) Workshops: Setting 1-2 hour workshops, thematically organized around the classes of Faculty leads for Multiple (as per identified standards for assessment assessment methods (i.e., written exams and quizzes, observation the respective needs and groups) measures checklists and ratings (incl. OSCE/OSPE), preceptors of individual methods, invited and group work, etc.) experts, Educational Assessment Director Workshops: Developing 1 to 2 hour sessions aimed at building capacity for developing the Faculty leads for Multiple (as per assessment items assessment “arsenal”. Each session will focus on specific method the respective identified needs and (Written-exam questions and include a more didactic “general principles” component (can methods, invited groups) in different formats; be based on pre-workshop preparation), working together through experts, (Already done with 1 practice exam material; examples, and facilitated hands-on practice. Educational group teaching observation checklists Assessment therapeutics in years 2 and ratings) Director and 3) Training sessions: ~1 h session (length would depend on the amount of material on OEE, Ingrid Price, Multiple (as per “Consistency of which to reach consistency). These sessions very often involve invited experts, identified needs and preceptors’/assessors’ working through examples that portray performance of different Educational groups) evaluation standards” – quality, and checking (discussing) the agreement/disagreement. Assessment related to any Director . assessment program involving The aim of the following three faculty development initiatives (teaching in large classes, teaching with technology, flexible learning) is to support instructors in their ability to increase student participation in large classes. Though the focus appears to be technology, this is not so. The aim is augmenting active learning in large classes. The Office of Educational Technology and Learning Design, which is taking a lead in developing, offering and supporting these initiatives, seeks to take a two-pronged approach to faculty development in this area: (1) ensure all instructors are able to confidently use the existing classroom technology and (2) encourage and support instructors to be innovative and experiment in their teaching so as to enhance student learning.
FD Area: Assessment (continued) Workshops: Setting standards for assessment measures 1-2 hour workshops, thematically organized around the classes of assessment methods (i.e., written exams and quizzes, observation checklists and ratings (incl. OSCE/OSPE), preceptors of individual and group work, etc.) Faculty leads for the respective methods, invited experts, Educational Assessment Director Multiple (as per identified needs and groups) Workshops: Developing assessment items (Written-exam questions in different formats; practice exam material; observation checklists and ratings) 1 to 2 hour sessions aimed at building capacity for developing the assessment “arsenal”. Each session will focus on specific method and include a more didactic “general principles” component (can be based on pre-workshop preparation), working together through examples, and facilitated hands-on practice. Faculty leads for the respective methods, invited experts, Educational Assessment Director Multiple (as per identified needs and groups) (Already done with 1 group teaching therapeutics in years 2 and 3) Training sessions: “Consistency of preceptors’/assessors’ evaluation standards” – related to any assessment program involving ~1 h session (length would depend on the amount of material on which to reach consistency). These sessions very often involve working through examples that portray performance of different quality, and checking (discussing) the agreement/disagreement. OEE, Ingrid Price, invited experts, Educational Assessment Director . Multiple (as per identified needs and groups) The aim of the following three faculty development initiatives (teaching in large classes, teaching with technology, flexible learning) is to support instructors in their ability to increase student participation in large classes. Though the focus appears to be technology, this is not so. The aim is augmenting active learning in large classes. The Office of Educational Technology and Learning Design, which is taking a lead in developing, offering and supporting these initiatives, seeks to take a two-pronged approach to faculty development in this area: (1) ensure all instructors are able to confidently use the existing classroom technology and (2) encourage and support instructors to be innovative and experiment in their teaching so as to enhance student learning.
FD-Plan_2014-December.docx