Simulation Education Case Summary

A formative assessment provides informal feedback and information during the teaching process. This assessment measures student progress and performance thus allowing further improvement and development. It can also assess the teacher’s progress as an instructor, enabling the teacher to evaluate the effectiveness of their teaching methods.

Initial assessment can be described as set of procedures we go through to determine what previous experience, skills and abilities a learner has. The process may include skills scan screening for numeracy, literacy and language as well as learning styles and skills abilities, and recognise any prior R.P.L .The results of initial assessment should form individual learning plans so that training and support are delivered that will meet the needs of each learner .Formative assessment is the on-going assessment made in order to adapt to learners needs and respond to learning. Formative assessment helps you keep record of learner’s progress and

This report explains my experience in University of Dammam cooperative simulation training program. The program is required to every student whose credit hours exceed 90. It started in the summer of 2015 from the 7th of July to the 20th of August with 2 weeks for the report work (12 week total). The cooperative program purpose is to apply theoretical knowledge into practical work.

In doing this type of formative assessment, we will be able to gather immediate and timely data on student

As the Chinese proverb reminds us, people learn best when they can participate actively in the learning process instead of merely reading texts or listening to lectures. Simulations and role-playing activities offer another benefit to students and employees, not only enabling them to gain real-world experience but do so without incurring potentially expensive, harmful, or even fatal consequences. Doctors do not have to worry about life-threatening errors made on virtual patients, information technology employees can test hardware with virtual models, and call center workers can make several attempts to handle situations correctly when they practice with virtual customers (Zielinski, 2010).

According to McGonigle & Mastrian, (2012), educational games, simulation and virtual technologies each have features that can assist an individual in learning and assist educators to choose appropriate tools for learners. The features include, goal orientation, competition, exploratory learning and social interaction. Learning is a skill acquired and uses thought processes that individuals need to respond, such as in gaming. Interactive experiences motivate and engage individuals in the learning process. Game based learning is working toward a goal, choosing actions and experiencing consequences of the actions through each level. In a sense, individuals actively learn and practice the right way to do things, whereas in a traditional setting, individuals are taught through passive approaches and are evaluated on memory. Interactive technologies such as game based education, simulations and virtual applications, the individuals learn the facts, understand the how’s and whys, seek abstract principles to allow them to perform consistently and effectively. Games are competitive, simulations can be goal oriented and virtual learning is through exploratory and social interactions. (Bliemel, & Ali-Hassan, 2014). Functional and factual learning can occur with interactive technology and can assist in problem solving creativity, persistence which are all skills learned.

The main purpose is to develop an assessment to improve student learning and the one I will notify me in the progress of my students. With the formative assessment will give me feedback so I may adjust in my teaching of the curriculum. Another purpose of development to the assessment is to effective the lesson by reaching in the state, district, and the national goals. Finally the assessment will be able to provide the record on how the curriculum and lessons are convening the students, administrators, parents and stakeholders of expectations and goals.

Assessment of learning is a summative process of assessment, generally undertaken at the end of a particular topic or unit of learning (MoE, 2004). The main purpose of summative assessment is for reporting; to parents, other teachers, external stakeholders and most importantly, the student themselves, on the learning the student has achieved at a particular time (Harlen, 2004). It is often gathered for accountability purposes too. Teachers must carry out summative assessments as they are bound by official documents to provide data about student achievement, these documents include the Education Standards Act, the National Education Goals, the National Administration Goals and the Ministry of Education priorities at the current period e.g. literacy and numeracy project or raising achievement and reducing disparity. Assessment of learning is concerned with gathering information about student achievement in a planned and systematic way, at a certain point in time and as a basis for judgments of student learning (REFERNCE). There are two types of data that can be gathered – qualitative and quantitative. Qualitative achievement data is guided by a narrative achievement framework and has an emphasis on the assessment information informing a student’s next steps of learning where as quantitative achievement data guided by a level of performance based on set procedures and often given a level, grade or mark. Its emphasis is more on the assessment information

There are many different types of assessments educators will use to assess their students. The two main assessments this paper will be discussing are formative and summative. Formative assessments are complete as students are learning, while summative assessment are completed at the end of learning (exam). The formative assessment specifically concentrates on observing the students’ progress and response during instruction (Black, et al., 2003). This assessment allows the students to receive instant feedback during their learning development. The summative assessment focusses on confirming what the students have learned at the conclusion of a lesson or at the end of the term (Wiggins, 1998). This assessment assists in the decision of what instructional and learning goals were met. Alternative assessments need to be completed, due to not all students are capable of showing what they comprehend on all assessments. Some students are too young to even take a summative assessment.

In the teaching career, simulation enables beginners to obtain acquaintance and skills. It is an important aspect of education for working caregivers and students. The Institute of Medicine supports simulation as a constant attainment of skills and knowledge (Michelle Aebersold & Dana Tschannen 2013). When learners use simulation, they acquire knowledge and skills, enabling them to reduce the rates of mortality and morbidity. The knowledge acquired from this aspect also enables

Formative assessments can encourage students; it also gives them a greater sense of ownership. Formative assessments are a process in which evidence of students learning is gathered and instruction is modified and given feedback (Cauley & McMillan, 2010). Formative assessment holds an emphasis on instructional modifications and student improvement. It is key to a student motivation and a student achievement (Cauley & McCillan, 2010). In order for formative assessment to work properly, the environment needs to be supportive and trusting. Formative assessment is a planned process. The teacher most consciously and constantly takes in evidence of a student’s performance, and then the teacher needs to use that information to help the students (Cauley & McCillan, 2010). Students will grow and begin to create their own definitions of quality work (Bruce, 2001). Schools should be more organized so they can keep track and identify the at-risk students (Neild, Balfanz, & Herorg, 2002). Without early intervention students will not succeed, it is essential to have early intervention in schools (Balfanz, Herog, Iver, 2007). For teachers and school to be successful in finding these students they first need to know what the signs are and when to look for them. The third challenge that falls on the school and teachers is trying to figure out what the student needs in order to help them because not every student will need the same interventions (Neild, Balfanz, Herog, 2007). When

Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba & Banta, 1999). Assessment is frequently divided into summative assessment and formative assessment. The distinction between formative and summative is made mainly in terms of purpose and timing, in formative assessment the positive achievements of a pupil may be recognised and discussed and the appropriate next steps may be planned, whereas summative assessment is the recording of the overall achievement of a pupil in a systematic way (DES/WO, 1988, para. 23).

Nunan & Lamb (1996) refer to monitoring as an integral part of the learning system which is comprised of assessment of student performance and evaluation of the effectiveness of the course design. According to Dudley-Evans & St. John (1998), “Evaluation is a process which begins with determining what information to gather and which ends with bringing about changes in current activities or future ones. It makes use of quantitative methods (e.g. tests) and qualitative methods (e.g. interview and questionnaire). It can be formative (on-going) or summative (end-of-course). I plan to use tests such as, In-class assignment results (formative), mid-term examination results (formative), final term examination/achievement test results (summative) as well as samples of students’ writing, self and peer assessment, and my personal observation to monitor the learning progress and make any changes that situational factors may require in the course design or the teaching methodology.

Formative – The goal of formative assessment is to monitor student learning and improve or modify instruction while it is happening. The teacher is seen as the supporter of learning rather than the director. The immediate evaluative process of formative assessments is aimed at identifying learning

Formative assessment is an active and intentional learing process that joins teacher and student frequently and systematically to gather evidence of learning with the direct goals of improving student achievement (ref1). Formative assessment can be split into two types of learning tools. First one being an instructional tool which teacher and their students use while learning is occurring. Two which is a accountably tool is to ensure what has been taught has been learnt by the students. Interrelated forms of formative assessment will allow teacher/educators to design summative assessment that achieve the education goals and purpose however relating to their students. To insure that informal judgments of students achievements are being recorded and observed early research have centered on several