Project-Centered Assessment – ​​Nursing Education Network

Smith, C. (2008) Design Centered Assessment. Assessment and evaluation in higher education, 33:6, 631-645. [abstract]

“This approach is based on the assumption that all educational designs rely on an adaptation of instruction, implicitly or explicitly, and succeed or fail to the extent that the implementation of that adaptation is effective.”

Calvin Smith

not directly linking teacher activity, course design, and teaching quality to intended learning outcomes.

Link intended learning outcomes (ILOs) to students’ awareness of those learning strategies. An educationally designed evaluation, much like an MOP evaluation, will must be familiar to students originally of this system and description the main points of the project.

Assessment will likely be student, teacher and course specific, so cross-reliability and comparing previous assessments for validity isn’t

From the perspective of a learning organization (work, higher education, university), the ILO structure could also be interesting, but are students? Will they really meet the intended learning goal, whether taught, acted out, or explained as a part of an evaluation? Will they conduct an evaluation in any respect and what impact does the course time-frame and completion date have on the evaluation?

What impact does grades have on the teacher-student relationship?

It is price checking out about any inconsistencies within the curriculum that students experience or poor quality of teaching.

There are 3 kinds of assessment questions:

• Focused methods – deal with teaching characteristics
• Focus on learning outcomes – ILO quality
• Design-focused – combines features of teaching and academic design

: :

Nursing Education Network. (2021). Constructive alignment.

Nursing Education Network. (2016). Intended Learning Outcomes (ILO)

Nursing Education Network. (2021). Teaching learning outcomes (infographic).

Nursing Education Network. (2019). ILO Presentation (YouTube)