Performance Evaluation Techniques Quality can be described as a level of excellence, or a degree of merit or worth. It is related to the effectiveness in achieving institutional goals, such as the degree to which educational offerings prepare students to be effective and capable within the circumstances of their lives and work. Evaluating the effectiveness of Continuing Education (CE) programs includes a well-designed competency assurance program that includes performance and outcome indicators which correlate to the domains and tasks associated with the scope of practice of personnel. These indicators must be related to measurable objectives (see objectives section) that allow for comparison between actual performance and desired level of performance, whether the performance is based in the cognitive, psychomotor or affective domain. Methods for evaluating the quality of educational offerings are many and varied. Written and skills evaluations of students are common tools used to assess the competency of the student, and thereby the quality of the educational program. However, without a baseline assessment of the knowledge or ability of the student, it is impossible to conclude that the educational program affected or improved the student’s knowledge or ability rather than some other variable. For this reason, pre-testing, or the administration of an evaluation tool prior to participation in the educational program, is commonly used in education. The goal of evaluation of the educational program and its participants is to verify the maintenance of minimum competency, and hopefully, improving knowledge, performance and competency. The Department of Transportation/National Highway Traffic Safety Administration (DOT/NHTSA) had defined three elements for determining minimum competency for professionals. First, some aspect of the evaluation process should affirm the competence of the professional as demonstrated in actual field performance. Second, the evaluation should defend that the professional has the potential to respond appropriately to a wide range of problems, even though not all situations are commonly seen in the field. Lastly, CE should convey the professional attitudes and behaviors expected of the professional. It is usually not possible for every provider in an system to be evaluated during the course of actual patient care delivery. Conventional methods of evaluating this element of competency determination places the student in an artificial situation such as a simulation or scenario to assess responses to hypothetical questions or situations. Performance can be best developed using checklist or published criteria for successful completion of the station, such as a skills check sheet. Additionally, realism improves the quality of the learning experience. Human patient simulators, moulage, victim coaching and quality acting can all enhance the learning and performance achieved.
Performance Evaluation Techniques Quality can be described as a level of excellence, or a degree of merit or worth. It is related to the effectiveness in achieving institutional goals, such as the degree to which educational offerings prepare students to be effective and capable within the circumstances of their lives and work. Evaluating the effectiveness of Continuing Education (CE) programs includes a well-designed competency assurance program that includes performance and outcome indicators which correlate to the domains and tasks associated with the scope of practice of personnel. These indicators must be related to measurable objectives (see objectives section) that allow for comparison between actual performance and desired level of performance, whether the performance is based in the cognitive, psychomotor or affective domain. Methods for evaluating the quality of educational offerings are many and varied. Written and skills evaluations of students are common tools used to assess the competency of the student, and thereby the quality of the educational program. However, without a baseline assessment of the knowledge or ability of the student, it is impossible to conclude that the educational program affected or improved the student’s knowledge or ability rather than some other variable. For this reason, pre-testing, or the administration of an evaluation tool prior to participation in the educational program, is commonly used in education. The goal of evaluation of the educational program and its participants is to verify the maintenance of minimum competency, and hopefully, improving knowledge, performance and competency. The Department of Transportation/National Highway Traffic Safety Administration (DOT/NHTSA) had defined three elements for determining minimum competency for professionals. First, some aspect of the evaluation process should affirm the competence of the professional as demonstrated in actual field performance. Second, the evaluation should defend that the professional has the potential to respond appropriately to a wide range of problems, even though not all situations are commonly seen in the field. Lastly, CE should convey the professional attitudes and behaviors expected of the professional. It is usually not possible for every provider in an system to be evaluated during the course of actual patient care delivery. Conventional methods of evaluating this element of competency determination places the student in an artificial situation such as a simulation or scenario to assess responses to hypothetical questions or situations. Performance can be best developed using checklist or published criteria for successful completion of the station, such as a skills check sheet. Additionally, realism improves the quality of the learning experience. Human patient simulators, moulage, victim coaching and quality acting can all enhance the learning and performance achieved.
1044885_Guide-PerformanceEvaluation.docx