Classroom Assessment Techniques (CATs) are systematic approaches to formative assessment developed and administered by instructors to determine how far and how much learners are grasped regarding the lesson of the day (Ghasemi et al., 2020). CATs are often considered mutually beneficial as they are learner-centered, context-specific, and teacher-directed. Teachers can take an active part in students` learning by using the feedback from CATs to adjust the delivery of content to the classroom, thus improving the quality of learning. Learners, on the other hand, have the opportunity to reflect on their learning. Besides, CATs can influence the decision made on the final examination. According to Markwick and Sacco (2021), CATs can take various forms but always aim to assess course-related knowledge and skills, learners’ attitudes, values, and self-awareness, and learners’ reactions to instructions. I have used these forms, and I intend to continue using them for teaching when necessary.
For this current experience in the intermediate medical unit (IMU) acute setting, I intend to use student-generated questions to assess skills in application and performance for the CATs. The topic will focus on the indications and side effects of amiodarone. To implement this strategy, I will ask students to create test questions that will be designed to be taken by their classmates. I will insist that all the key concepts of the topic are included in the questions, and a solution guide developed. Learners will then take the test, and incorrect responses are discussed. Using this model of creating questions allows learners to think of the most important aspects of the lesson. Besides, the study questions can serve as a study guide for learners while at the same time allowing the teacher to gauge whether the learners gathered the key concepts when answering the questions. What students do not understand can be discussed more during the lesson. Such an approach is important in engaging learners actively in their learning and acts as an opportunity to understand the needs of the learners.
References
Ghasemi, M. R., Monaghan, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean Journal of Medical Education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159
Markwick, L., & Sacco, T. L. (2021). A comparison of teaching methods for a baccalaureate nursing health assessment course. Computers, Informatics, Nursing: CIN, 39(11), 786–792. https://doi.org/10.1097/CIN.0000000000000770
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