Assessment Strategies in Determination of the Success

Introduction

Assessment refers to the general processes that are used for the evaluation of the level of success and/or failure within certain defined parameters in a specified field of interest. It involves critical analysis of the effectiveness of the defined parameters within the specified field, the judgment of motives, qualifications, and characteristics of prospective agents, and is usually result-oriented, depicting both the negative and positive outcomes of a given phenomenon or planned activity. Assessment is a vital undertaking through the various endeavors to determine the progress, regress of different activities, and in the long run, determine the decisions made concerning specific issues within the environment – it is a time and resource-intensive process (Schuh, 2009).

Assessment methods describe the various systematic procedures and techniques that are used in the determination of the success, and progress of specified activities in different fields including environmental, health, education among other fields. Four assessment methods can be used to assess the overall productivity and learning outcomes of different students with a variety of skills.

Selected response

This method involves selected responses from students, whereby, “the students are required to choose the correct or best response from a variety of listed options” (Schuh, 2009). It consists of short answer methods with formats having multiple-choice, true or false, matching, short answers, and questions for filling in.

Extended written response

This method involves a detailed description of either scientific, mathematical process, or principle. The scoring criteria involve either giving points for specific information that is present in the entire explanation, describing certain attributes, or general rubric for making comparisons, and the scores given in terms of number or percentage of points attained, or the rubric comparison scores. This method is useful for assessing blocks of knowledge, or large scales of undetached physical phenomena or occurrences.

Performance assessment

This is usually done based on observation of the defined phenomena and thereafter passing judgments describing the overall quality. It requires students to respond to questions by selecting, organizing, creating, performing, or presenting ideas, and is better at measuring high-order thinking. For example, the observation of complex performances of different individuals such as carrying out steps in scientific experiments, health care procedures, and speaking of foreign language among others. It will also categorize the five students according to language fluency, and health care experience. This method has two parts, however, these assessments are less reliable since they require expert judgment.

Personal communication

Such assessment is an informal method that involves the gathering of information about the knowledge of students through direct physical communication such as interviews, responding to student comments, giving oral examinations, and listening to student participation during class or learning sessions. In terms of linguistics, this method can be applied to gauge the various language proficiencies of the five students, giving scores to all.

Comparison of assessment methods

All these methods of assessment are result-oriented and they both involve a mechanism for determining the overall score of the entire process. They both quantify the possible outcome of the analysis of progress. All these methods can be used to determine the extent of skills that a variety of students possesses in different fields.

The methods involved vary depending on the assignment at hand, for example, in matters involving large chunks of information; the effective assessment method used would be preferably the extended written response. Selected response assessments are more efficient compared to the extended written response, which takes longer intervals getting at deeper knowledge levels. Personal communication can be used for most students at all levels, works best for real-time sampling, and is the best method to incorporate with all students, including those with special needs, unlike the other methods. It faces a major drawback if the assessment of knowledge involves a large number of students. Performance assessment lacks practicality because it is not practical to conduct such assessments (Stiggins, Arter, and Chappuis, 2004).

Effective model

The best and most effective model to use within this scenario could be personal communication. This will allow diverse students to provide firsthand information, which consists of an immediate reply that identifies the different fluency levels of languages spoken by different students. In addition, it will ensure the direct interaction and sharing of ideas about work experience and handling of certain situations at the workplace through an open forum, hence reducing any chances of flaws occurring in judgment and delivery of information. This is because it ensures firsthand delivery, unlike other methods that would include more than one party, reducing the accuracy of information.

Personal communication between the five students saves much time because of the physical contact of both parties, ensuring openness in communication, and the development of good personal relations.

Giger-Davidhizar Model of Tran cultural Nursing Assessment

According to Giger and Davidhizar (2004), “this model was developed in 1988, in response to the need for nursing students in an undergraduate program.” It postulates that each individual is a unique person assessed according to communication, time and space, social organization, environmental control, and biological variations. In terms of learning, it states that both verbal and nonverbal communication is learned in one’s culture, and the nurses have to learn and understand the various cultures. The model addresses special populations in terms of varied cultural applications and practices, culturally competent health care which is designed to meet the needs of marginalized groups, individuals, and communities of people having distinct characteristics. The model addresses knowledge of cultural competence as being essential for sensitivity and competence to occur concerning self-awareness combined with insight (Giger and Davidhizar, 2004).

For the students, cultural competence is described as a higher level of knowledge and understanding gained from conceptual and theoretical perspectives that encompass skills, attitudes, and personal beliefs like for the above students who have a variety of cultural diversity.

Conclusion

Assessment is an overall evaluation process used to determine the level of success of individuals and other physical processes. There are various methods used depending on the extent of knowledge facts needed and convenience. Both methods provide quantitative outcomes. The Giger-Davidhizar Model describes six aspects that are used to address the assessment of individuals.

References

Giger, N. J. and Davidhizar, E. R. (2004). Transcultural nursing: assessment & intervention. Missouri: Elsevier Health Sciences. Web.

Schuh, H. J. (2009). Assessment methods for student affairs. San Francisco: John Wiley and Sons. Web.

Stiggins, J, R., et al. (2004). Classroom assessment for student learning: doing it right, using it well. Portland: Assessment training Institute. Web.