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Assessment in Practice Based Learning The Case for the Job Interview

Assessment in Practice Based Learning The Case for the Job Interview. James Wolff Monita Baba-Djara March 26, 2010. Our Course. Course goal: To prepare students to work in maternal and child health in a developing country setting 24 MPH students Fifteen 2½h sessions Student centered

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Assessment in Practice Based Learning The Case for the Job Interview

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  1. Assessment in Practice Based LearningThe Case for the Job Interview James Wolff Monita Baba-Djara March 26, 2010

  2. Our Course • Course goal: • To prepare students to work in maternal and child health in a developing country setting • 24 MPH students • Fifteen 2½h sessions • Student centered • Practice based

  3. The Technical Workshops • Five sessions • Developed and conducted by students • Interactive • Simulate situations and activities from MCH practice in developing countries

  4. Our Challenge • Integrated course design • Form close alignment with goals and activities • Rigorous and broad • Ability to probe knowledge in all dimensions of significant learning • Based in practice • Simulated a professional experience

  5. The Job Interview as Assessment • Excellent alignment with course goals and teaching and learning activities Plus • Rigorous Oral Assessment • Practice Based- building work place skills • Job search preparation • Interviewing skills

  6. Integrated Course Design Goal Develop skills to work effectively in MCH in developing countries Teaching/ Learning Activities Technical workshops that simulate the type of work done by MCH professionals Assessment Job Interview for an MCH position

  7. Rigor, Depth, Breadth • Requires extensive preparation • Probes in depth • Assesses all six dimensions of significant learning

  8. Building workplace skills • Learn about the organization offering the job • Read and understand the job description • Identify key aspects of the job and prepare for questions in these areas • Prepare cover letter and CV • Discuss class and other experience in light of the responsibilities in the job description

  9. Creating A Job Interview Assessment • Modeled candidate selection procedures used by an international public health consulting company • Adapted a real job description for MCH position based on material covered in technical workshops • Adapted a candidate evaluation form and developed an interview guide • Created range of responses based on job description and course content

  10. Conducting the Job Interview • Job Announcement • The Job Interview • Candidate assessment form for feedback • Discussion and hiring recommendations for each candidate

  11. Providing Feedback and Reflection • Written assessment • Final reflections • strengths that you brought to this job interview • suggestions on how you can improve your performance in a job interview in the future. • Critical incident questionnaire

  12. Assessing All Dimensions of Significant Learning Foundational Knowledge Caring Application Learning How to Learn Human Dimension Integration

  13. FOUNDATIONAL KNOWLEDGE • Able to show depth of knowledge • Demonstrate ability to frame ideas and concepts Assessing All Dimensions of Significant Learning • Mastery of facts • Ability to frame concepts

  14. Assessing All Dimensions of Significant Learning • APPLICATION • Opportunity to Illustrate ideas and concepts from their own experience and experience in class • Critical Thinking • Problem Solving

  15. INTEGRATION • Demonstrate the extent that simulated experience in workshops is integrated with other skills and concepts Assessing All Dimensions of Significant Learning • Making Connections between people, concepts and ideas

  16. Assessing All Dimensionsof Significant Learning • Human Dimension • Opportunity to discuss team experience • Demonstrate understanding of issues that arise working in teams • Leadership • Multi-cultural education • Working as a member of a team • Embodying environmental ethics

  17. Assessing All Dimensions of Significant Learning • Caring • Able to communicate interest, commitment and passion for MCH • Become excited about MCH • Desire to be an effective MCH professional

  18. LEARNING HOW TO LEARN • Able to talk about learning • Reflect on the learning experience as a professional skill Assessing All Dimensions of Significant Learning • How to inquire and construct knowledge • How to be an effective learner • How to pursue self-directed learning

  19. Student Feedback 1 • “not only made me review all of the course content, but because I was preparing for an interview, I really thought about how what we learned could be applied in the real world…”

  20. Student Feedback 2 • “The interview demanded that we draw connections…It provided me the opportunity to discuss what I have not only learned in this course, but during the course of my education…”

  21. Student Feedback 3 • “I was surprised about how much I actually knew. I enjoyed talking about what I had learned and was pleasantly surprised when the answers or my opinions came out of my mouth so easily. I really felt as if I had learned concrete things in the past weeks”

  22. Conclusion • Aligns goals, activities and assessment for strong integrated course design • Allows rigorous assessment of six dimensions of significant learning • Builds practice based skills

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