4. Use tangible, pertinent examples during the performance review. – When discussing areas for improvement or what an employee has done well, ensure you reference clear examples to show you’re paying attention. (This is why taking notes over a long period is essential.) “If you’ve got nothing to refer to, then you’re speaking anecdotally,” said Rbibo.
What are 5 examples of performance assessment?
Examples of performance assessments include composing a few sentences in an open-ended short response, developing a thorough analysis in an essay, conducting a laboratory investigation, curating a portfolio of student work, and completing an original research paper.
What are the 3 types of performance task assessment?
Types of Performance-Based Assessments – Performance-based assessment, as the name implies, measures how well a student actually performs while using learned knowledge. It may even require the integration of language and content area skills (cf. Brualdi, 1998; Valdez Pierce, 2002).
- The key is the determination of how well students apply knowledge and skills in real life situations (Frisby, 2001; McTighe & Ferrara, 1998; Wiggins, 1998).
- The successful use of PBAs depends on using tasks that let students demonstrate what they can actually do with language.
- There are three types of performance-based assessment from which to choose: p roducts, performances, or process-oriented assessments (McTighe & Ferrara, 1998).
A product refers to something produced by students providing concrete examples of the application of knowledge. Examples can include brochures, reports, web pages and audio or video clips. These are generally done outside of the classroom and based on specific assignments.
Performances allow students to show how they can apply knowledge and skills under the direct observation of the teacher. These are generally done in the classroom since they involve teacher observation at the time of performance. Much of the work may be prepared outside the classroom but the students “perform” in a situation where the teacher or others may observe the fruits of their preparation.
Performances may also be based on in-class preparation. They include oral reports, skits and role-plays, demonstrations, and debates (McTighe & Ferrara, 1998). Process-oriented assessments provide insight into student thinking, reasoning, and motivation.
What makes a good performance assessment?
What are the qualities of good assessment? Several attempts to define good assessment have been made. There is a general agreement that good assessment (especially summative) should be:
Valid: measures what it is supposed to measure, at the appropriate level, in the appropriate domains ( constructive alignment ). Fair: is non-discriminatory and matches expectations. Transparent: processes and documentation, including assessment briefing and marking criteria, are clear. Reliable: assessment is accurate, consistent and repeatable. Feasible: assessment is practicable in terms of time, resources and student numbers. Educational impact: assessment results in learning what is important and is authentic and worthwhile.
The aspect of authenticity is an important one. Authentic assessment can be defined as: ‘An assessment requiring students to use the same competencies, or combinations of knowledge, skills, and attitudes that they need to apply in the criterion situation in professional life.’ Gulikers, Bastiaens, and Kirschner, (2004, p.69) Hence it puts emphasis on being assessed on real life skills through real life tasks that will be or could be performed by students once they leave university.
What is assessment performance checklist?
Feedback and Assessment | Assessment Checklists A checklist is an assessment tool that lists the specific criteria for the skills, behaviors, or attitudes that participants should demonstrate to show successful learning from training. Checklists usually feature statements or questions about the participant’s performance of each criteria.
- Answer choices are generally limited to “Yes” or “No.” Because they clearly state the skills, behaviors, and/or attitudes expected at the end of training, both participants and instructors can use checklists to monitor learning.
- Instructors and peers can use checklists to record their observations during participant demonstrations or performances.
Instructions To create an assessment checklist:
Identify the key skills, behaviors, or attitudes in a learning outcome, as well as any conditions (time limits, resources used, etc.) Write a clear, specific, observable description of the skill, behavior, or attitude. Write a sentence or question for each description. Create a checklist document and leave a space for the date. This will help you track participant progress if more than observation will take place. Organize the statements/questions into a table with spaces for checkmarks or Yes/No responses. Leave space(s) to write anecdotal comments hare the assessment checklist with participants at the start of the training.
Figure 19 displays an assessment checklist that could be used with Jeff Jasper’s NHI Instructor Development Course training presentation, “Highway Plan Reading: Centerline Stationing,” is shown below. Participant Name: _ Date: _
|Participant uses correct terminology when defining centerline notation:|
|Participant can mark a centerline station if given stationing notation.|
|Participant can write notation for a station marked on a centerline.|
|Participant can calculate the distance and direction of an offset from the centerline.|
Source: Jasper (2018). Figure 19: Centerline stationing assessment checklist : Feedback and Assessment | Assessment Checklists
What are the six essential dimensions of performance?
Background – The Colombian General System of Social Security in Health (GSSSH) is based on an insurance market with different public-private provider combinations. Individuals are usually enrolled under one of two different regimes: the contributory regime, funded by payroll contributions, where formally employed and independent workers contribute a proportion of their incomes; and the subsidized regime, funded by general tax revenue, where poor people do not make any insurance contribution and are partially or fully covered depending on their poverty status,
Insurance companies from the contributory regime collect funds from the enrollees and outsource the provision of care through contracts mainly with private health care providers. Insurance companies from the subsidized regime receive funds from national transfers made by local health authorities and outsource the provision of care through contracts mostly with public health care providers.
Individuals in both, the contributory and subsidized regimes, choose their insurer and the health care providers from within the insurer’s network, and they receive a health benefits package. The contributory regime package covers all levels of care, while the subsidized covers primary care, as well as some inpatient and emergency care (40% less coverage than the contributory regime),
The GSSSH offers a public health intervention package or Collective Intervention Plan (CIP—Plan de intervenciones colectivas in Spanish) which complements the mandatory health care insurance. Local health authorities provide health promotion and disease prevention services included in the CIP through contracts between Health Secretariats and public health providers,
Within this framework of health care segmentation in 2004, the local government of Bogotá decided to apply a new initiative through the implementation of a Primary Health Care (PHC) strategy with a comprehensive approach. The comprehensive approach of PHC has been defined as the effective combination of promotive, preventive, curative and rehabilitative services.
As an interactive model, primary health care encourages individuals and communities to be more involved in decisions about their health and its management, Thus, PHC in Bogota was conceived as a strategic model for transforming health care delivery. The main purpose of the strategy was to guarantee the right to health and to achieve the highest possible level of population’s health with the emphasis on equity, solidarity and citizen self-reliance,
The essential elements of this strategy were: the introduction of a family and community orientation in the delivery of services; the reorganization and redistribution of primary care so that it became the gatekeeper of the health system; the implementation of an intersectoral response focused on solving community needs; and the promotion of social participation,
- The core of the strategy, from the operational point of view, was the Home Health ( Salud a su Casa ) program.
- This program was implemented exclusively within the network of the first-level public health care facilities operating under the authority of the Bogota District Health Secretariat (DHS).
- According to the guideline, the program’s intervention began by prioritizing poor people classified as belonging to social strata a 1 and 2, with the aim of gradual expansion to other strata.
The program includes basic health care teams, comprised of a physician, a nurse, two community health workers, and an environmental technician who either provide intra- or extramural services. Twelve hundred families are assigned to each team in a geographically defined catchment area (micro-territories).
- These teams are supported by an expanded team consisting of a dental hygienist, dentist, physiotherapist, psychologist, and environmental engineer,
- Financial resources for the implementation of the Home Health program are allocated from the DHS to public hospitals through the collective intervention plan,
Resources provided by the DHS, cover full-time salaries for the two community health workers and the environmental technician and part-time salaries for the nurse and the physician. The strategy assumes that hospitals will finance the rest of the professionals’ working time to guarantee a full health care team per micro-territory.
During the first year of the PHC implementation, the staff working at Home Health care teams and senior level officials involved in coordination and management activities in public hospitals, were trained to serve as multipliers through short courses and diploma courses offered by national and international universities,
Also the DHS in agreement with the National Apprenticeship Service (Servicio Nacional de Aprendizaje – SENA in Spanish) initiated a technical program to train community health workers and improve their skills in public health and health promotion strategies.
The program began its implementation in 2004 with the application of a household survey for the characterization of individuals, families and environmental health conditions in order to identify and to prioritize population needs and to design specific action plans according to the situation of the community.
Once the needs have been identified, Home Health care teams provide health education at household level and when necessary, they refer people to social services and to their designated health care providers (contracted by the insurance company where they are enrolled).
Priority cases (e.g. high risk pregnant women, disabled people) receive monitoring visits at home and are easier assigned to appointments in health care centers and hospitals. The program seeks to stimulate the demand for primary health care services and to facilitate access, intersectoral action and community participation through the intra- and extramural work of the teams,
By 2010, the program had achieved a 40.36% coverage (1,497,750 people) of the population in strata 1 and 2 in Bogotá, through the establishment of 358 basic health care teams. To respond to community needs, new health care facilities were created, opening hours of facilities were extended and an expansion of services was implemented,
While the above mentioned improvements are relevant, the main challenge for the Home Health program has been to provide health care according to the essential dimensions of primary care. These dimensions are first contact or gatekeeping, accessibility, longitudinality, comprehensiveness, coordination, family focus, and community orientation,
In this regard, one of the priorities for policy-makers (especially those interested in facilitating the expansion and development of the strategy) should be the analysis of the performance of the PHC strategy in relation to its essential dimensions, and its relationship to the improvement of the population’s health,
- In Latin America, the performance of the essential dimensions of the PHC approach has been evaluated in Brazil.
- The evaluation of its Family Health program was done through the adaptation and validation of the Primary Care Assessment Tool (PCAT), where Brazilians established a useful and applicable methodology to different contexts within the developing world,
In Colombia, several studies have been published regarding the PHC strategy; however most of them aim to describe the historical process of implementation, the operational and management model of PHC, and the analysis of health outcomes and equity,
Regarding performance evaluation, a pilot study adapting the methodology validated in Brazil, has been reported on one locality in Bogotá. This study found a low performance in the dimensions of family focus and community orientation, and an intermediate performance in the coordination and comprehensiveness dimensions.
The research also showed a positive association between the perceived health status and the performance of the essential dimensions, This study was carried out in close collaboration with DHS and responds to its request to evaluate the performance of the essential dimensions of the PHC strategy implemented in six localities geographically distributed throughout Bogotá city.