TESTING AS TEACHING CO-MEDICAL ANATOMY: A PRACTICAL VIEW

1. TESTING AS TEACHINGCO-MEDICAL ANATOMY:A PRACTICAL VIEW www.lionden.com/ifaa_2004.htm Kevin Patton Ph.D. St. Charles Community College St. Louis University Medical School

2. TESTING AS TEACHING

3. Completing a test or quizcan be a learning processin itself • 1973. McKenzie  • 1978. Denton and Crowley • 1979. Elton and Laurillard • 1981. Fisher, Williams,and Roth • 1989. Rudman  • 1991. Dempster • 1994. Frederiksen  • 2000. Connor-Greene • 2002. Haladyna, Downing, and Rodriquez • 2002. Kennedy  • 2003. Halpern and Hakel

4. Online, preprogrammedtesting tools

5. Online testinga powerful form of testing & teaching • Automatic • Accessible • Images, including animations • Immediate feedback • Flexible • Multiple repetitions

6. Case Study • Anatomy & Physiology course • Students • Undergraduate • Nursing • Occupational therapy • Other health-related professions

7. All paper tests 6 written tests Limited illustrations, photographs, other images Both online & paper tests 9 online tests2 online practice exams2 written exams All types of imagesavailable Old way New way

8. Online tests • Images edited in Photoshop • Image/photo editing program • Images saved as .jpg or .gif files • Tests created in Respondus • Test creation software • Uploads tests to online testing platform • Tests administered in WebCT • Online testing platform • WebCT also creates tests but interface is less friendly than Respondus

9. Online tests • Images edited in Photoshop • Image/photo editing program • Images saved as .jpg files • Tests created in Respondus • Test creation software • Uploads tests to online testing platform • Tests administered in WebCT • Online testing platform • WebCT also creates tests but interface is less friendly

10. Image source: Scan images from your textbook

11. From your textbook/atlas publisher Purchased collection Online resources Image sources: Image collections

12. Photos you take yourself Medical images you acquire Image sources: your own

13. Edit in Photoshop Save as .jpg file

14. Advanced editing From Gray’s Anatomy online version

15. Animations From http://www.merck.com

16. Online tests • Images edited in Photoshop • Image/photo editing program • Images saved as .jpg files • Tests created in Respondus • Test creation software • Uploads tests to online testing platform • Tests administered in WebCT • Online testing platform • WebCT also creates tests but interface is less friendly

17. Item title Saved image file Item x Randomize choices Choices Correct answer & Point value Item title

18. Item preview

19. Item types

20. Multiple choice

21. Simple identification(short answer style)

22. Multiple Response

23. Ordering(matching style)

24. Case Study(multiple choice or short answer or paragraph style)

25. Settings

26. Organize items into“question sets”

28. Randomized within set Question sets in WebCT

29. Items must be answeredone at a time Each test may be taken 3 times

30. Randomization • Each item may have randomized choices • Each question set may be randomized • Each attempt by each student is different • Each attempt by each student is unpredictable • Literally thousands of different combinations!

31. Publish test to WebCT platform

32. Online tests • Images edited in Photoshop • Image/photo editing program • Images saved as .jpg files • Tests created in Respondus • Test creation software • Uploads tests to online testing platform • Tests administered in WebCT • Online testing platform • WebCT also creates tests . . . but interface is less friendly than Respondus

33. Students may nowtake tests online

34. Students view results online • Immediate feedback • Students may effectively prepare for their next attempt

35. Automatic scoring may also be programmedto provide the correct answer or to provide additional feedback

36. Effectiveness • What is the experience of the teacher? • I found that the online approach is effective • Grades seemed to improve

37. Grade improvement? Valid comparisons? Improvement in course average?

38. Grade improvement? Improvement in final exam scores?

39. Grade improvement? Improvement in student retention? (all groups began each semester at 225)

40. Effectiveness • What is the experience of the teacher? • I found that the online approach is effective • Grades seemed to improve • Less class time spent on testing • Less time grading tests

41. Effectiveness • What is the experience of students? • Online survey of 171 students • Found that the online approach is effective

42. Do online tests make you better prepared for the exams?

43. Do online tests help you learn the concepts of the course better?

44. Do online tests help you prepare for practical exams in the lab?

45. What resources do you use while taking an online test?

46. Do online tests havea high level of difficulty?

47. Effective learning • Students are challenged by online tests • Students spend time exploring resources • Textbook/atlas • Course outlines • Class notes • Previous test attempts • Students feel better prepared for exams • Students feel they’ve learned more overall

48. Some practical points • How do I apply to an existing course? • Add online quizzes or tests? • Replace some in-class tests? • Do I have an online testing platform available? • Your institution / consortium? • Your textbook publisher? • Do I need an add-on design program?

49. More practical points • What software do I need? • Do I have an image editor? • Do I have a test design program? • What skills do I need? • Can I edit an image? • Can I learn the testing software? • Can I manage the online platform? • What help is available to gain these skills and support them?

50. TESTING AS TEACHINGCO-MEDICAL ANATOMY:A PRACTICAL VIEW www.lionden.com/ifaa_2004.htm Kevin Patton Ph.D. St. Charles Community College St. Louis University Medical School