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Assessor Training

Assessor Training. In Collaboration with Sheffield Hallam University. Aim of this session. Review the clinical assessment scheme Case discussions – the role of the assessor and role of the student Undertaking the case discussion Marking the case discussion Feedback on the case discussion

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Assessor Training

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  1. Assessor Training In Collaboration with Sheffield Hallam University

  2. Aim of this session Review the clinical assessment scheme Case discussions – the role of the assessor and role of the student Undertaking the case discussion Marking the case discussion Feedback on the case discussion Moderation

  3. What is Assessment? Assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs

  4. Operational aspects • The case discussions should be viewed as a 'total' list • Students should complete these case discussions in which ever order is most appropriate to their level of experience and availability of practice learning examples • Students should be encouraged to complete case discussions in an appropriate and timely manner • Link tutors and PDF's will guide students to consider their academic learning/ clinical experience and workload when booking case discussions

  5. Issues If in your role as a student assessor you have any concerns about the order that a student seeks to complete their case discussions then please discuss it with your Link Tutor or PDF

  6. Clinical Assessments • Palliative Techniques • Superficial Apposition Techniques (includes superficial, orthovoltage and electrons dependant on departmental equipment) • Radical isocentric chest or pelvis techniques • Localisation of palliative techniques • Radical Breast Techniques

  7. Radical head and neck techniques • Localisation of radical techniques to include profiles for: • Chest or pelvis • Head and neck • Breast • New Patient Information to includes profiles for: • Pelvis • Breast • Head and Neck • Palliative

  8. The Student Experience: Assessment Clinical Assessment profiles Monitoring development of increasingly demanding clinical competencies and testing students’ understanding of underpinning theory Written case reports Required for case discussion and portfolio. They encourage the student to think in more depth about the technique and overall management making the link between theory and practice

  9. ClinicalAssessment profiles Case discussions can only be undertaken when the student has been signed off up to informed consent

  10. What's in it for you? • Challenge • Continual Professional Development • Sharing your knowledge and skills • Development of new skills • Job satisfaction • Benefits the patients • Improves morale • Influence the future workforce

  11. Evidence of CPD Activity Knowledge and Skills Framework • Core 1 – Communication • Core 2 – Personal and People Development HPC standards • A registrant must maintain a continuous, up-to-date record of their CPD activity • A registrant must identify that their CPD activities are a mixture of learning activities relevant to current or future practice Practice Educator Status with the CoR • College of Radiographers now maintain a register of recognised Practice Educators (support available via CPD Anywhere and Jo Doughty j.p.doughty@shu.ac.uk)

  12. Case discussions Role of the student • To book and organise the case discussion • To provide assessors with two weeks notice • To demonstrate completion of assessment profile to the appropriate stage • To provide a representative range of case reports to assessor beforehand • To turn up!!

  13. Case discussions Role of the assessor • To determine that the student is ready to undertake the case discussion • To be prepared and facilitate the case discussion • To quantify student performance with a mark • To provide quality feedback on student performance and areas for improvement

  14. Support for New Assessors • This will vary slightly from department to department dependant on the systems in place • Please outline your specific approach to this aspect on this slide!

  15. Case Discussion • Preparation is key • Case reports • Questions • Approach to conducting the case discussion • Location • Body language • Format • Discussion between colleagues

  16. Marking • Store the assessor guidelines securely • These are a guide to allow the allocation of appropriate marks across the numerous sites • Student need to achieve 40% to pass • Level 2 in all questions would give a 40% pass

  17. Marking • Clinical assessor will allocate a mark • Clinical assessor will provide written and verbal feedback • If referred, students are offered tutorial support • Re-takes should be undertaken with the original assessor where possible

  18. Feedback: Always a gift? Feedback: Always a gift?

  19. Assessors Role in Feedback? For students to progress they need feedback on their performance. This is not just linked to under performance and areas for development but also areas where students are developing sound skills or overcoming difficulties

  20. Overview of Key Aspects • Be clear about what you want to say – review your notes from the case discussion and make any additional prompts you might need • Start and finish with the positive • Be specific • Be aware of the environment • Feedback must be timely • Share ideas/information and leave them with options • Giving & receiving feedback requires courage, skill, understanding and respect for self and others

  21. Feedback Summary Do not keep the student guessing – tell them their mark straight away! Depending on the result it may be appropriate to ask the student to self assess their performance/ answers Begin with areas where the student demonstrated good knowledge Be clear and specific not vague about the areas where they lacked knowledge and how this can be improved Give balanced constructive feedback

  22. Feedback Documentation • As an assessor you will complete a feedback form for each case discussion. Both yourself and the student must sign and agree this • The top copy goes to the student, middle copy to Link Tutor or PDF (then to Jo Doughty) and the back copy is retained by assessor • The final process will be the signing of the students competency profile

  23. Moderation • Case discussions will be moderated routinely by your PDF/Link Tutor • This is to ensure equity and standardisation in marking • This will provide a means to ensure all assessors WITHIN a department are marking to the same standards and providing quality feedback to students

  24. Moderation • For moderation a feedback proforma on the assessor’s performance will be completed • This also provides a means of identifying areas for assessor support and development

  25. External Moderation • On a more infrequent basis, case discussions will be moderated by other PDF’s/Link Tutors based at other departments to ensure equity and standardisation ACROSS departments • Again, written feedback will be provided to assessors

  26. QUESTIONS

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