How to Develop a
Curriculum with
Assessment in Mind
G OUR I G UPT E MHA , P HD
BOSTON UN I V E RSITY, S CHOOL OF P UBLI C HEALT H
DE PA RTMENT OF HEA LTH, L AW, P OL I CY A N D M A N AGEMENT
Learning Objectives
Discuss what are competencies and skills
What is assessment?
Why do we need assessment?
Characteristics of classroom assessment
The seven basic assumptions of classroom assessment
Disclaimer 1
Disclaimer 2
Resources on the campus
Standing on the shoulder of giants
Education committee
Association of University Programs in Health Administration, CEIT, etc.
Disclaimer 4
Start of a conversation
Disclaimer 4
I did not realize this could be research
Getting to know you
Name
Classes you teach
Question: What would you like to assess
in the classroom?
(Find a common theme among the group)
Problem we face……………………
……………………is that faculty members are not
fully involved in the process, and the results of
the institutional process are rarely used to
make a difference in the classroom.
What is classroom assessment?
It is an approach designed to help teachers find out what students are learning in the
classroom and how well they are learning it.
Three questions to consider
What are the essential skills and knowledge I am trying to teach?
How can I find out whether students are learning them?
How can I help students learn better?
Question: How do you assess?
Exercise:
Step 1: Identify one area in the course that you would like to assess
Step 2: How will you assess it?
Why do we need to assess?
Help students learn more effectively and efficiently
Continuous flow of accurate information
Empower teachers and STUDENTS
Check the temperature
Publications??
Competencies
Competencies are the measurable or observable knowledge,
skills, abilities, and behaviors (KSABs) critical to successful job
performance.
http://www.hr.wa.gov/WorkforceDataAndPlanning/WorkforceP
lanning/Competencies/Pages/default.aspx
Skills
The abilities that one possesses
Rubrics
A rubric is a scoring tool that explicitly represents the
performance expectations for an assignment or piece of work.
https://www.cmu.edu/teaching/designteach/teach/rubrics.html
Curriculum
Assessment
Competencies
and Skills
Levels
Broad
Assessment
strategies
Learning
Objectives
(class level)
Rubrics
Characteristics of assessment
Learner centered
Teacher directed
Mutually beneficial
Formative
Context-specific
Ongoing
Rooted in good teaching practice
Department of Health Law, Policy and Management (BUSPH)
Competency
Objectives
Organizational & Political Analysis: Assess how political,
organizational and occupational structures, cultures,
m)
and norms influence the ways in which health care is
allocated and provided, analyze how these factors affect
changes in health policy and/or systems, and develop
strategies to promote an organization’s or
constituency’s position.
a)
Vision, Strategy & Goal Formulation: Translates visions
and strategies into specific goals and plans. Analyzes
strategic alternatives with respect to actions and
options of other organizations.
g)
l)
a)
b)
Planning & Project Management: Applies planning and c)
management tools and techniques to achieve successful d)
project completion.
h)
m)
Assessment Methods
Level
Project, Discussions, Case Studies
2
Identify operational management tools and through case analysis
describe how the systematic use of these tools can improve
healthcare delivery and cost-effectiveness
Identify and, through the use of specific examples, describe the
challenges faced in logistics and supply operations in healthcare.
Develop specific goals and design strategies for implementing
effective solutions using operations management tools.
Project, Discussions, Case Studies
2
Explain key concepts in operations management including process
flow, and various tools for quality management;
Identify and apply strategies for benchmarking operations;
Apply appropriate techniques for evaluation of workflow designs;
Identify and explain in current context healthcare operations issues
and challenges, including quality control and service design.
Apply planning and management tools and techniques to design and
implement small-scale operations improvement projects
Effectively research and apply data to healthcare problems using
appropriate operations management tools.
Project, Discussions, Case Studies
3
Identify organizational structures, culture and norms that influence
the ways in which health care is administered and describe
techniques to leverage opportunities and minimize barriers to
effective healthcare delivery.
Quick measurement EXAMPLES
STOP
START
CONTINUE
Quick measurement EXAMPLES: General
Participation Rubric
Contribution Areas
Qualities
Level of Engagement
Student enters into class discussions; offers questions
or comments during class; engages in the project
discussion; offers questions or comments via e-mail, or
during office hours.
Listening Skills
Student listens when others talk, both in groups and in
class. Student incorporates or builds off of the ideas of
others.
Behavior
Student is cooperative, team-player, and nondisruptive
Preparation
Student is almost always prepared for class with
assignments and required class materials.
The final score will be graded as:
1-5%= show, very little or no contribution, or not valuable contribution;
6-10%= show and make a valuable contribution
Quick measurement EXAMPLES
CATME: https://www.catme.org/login/index
Assessment of the Curriculum and
Publication
Gupte, G., Noronha, C., Horný, M., Sloan, K., Suen, W. Together we learn: Analyzing the
interprofessional internal medicine residents and Master of Public Health students’ quality
improvement education experience. American Journal of Medical Quality, available online doi:
10.1177/1062860615597058.
Weigel, C., Suen, W., Gupte, G. Using Lean Methodology to Teach Quality Improvement to
Internal Medicine Residents at a Safety Net Hospital. American Journal of Medical Quality, 2013:
28 (5): 392-399. doi:10.1177/1062860612474062.
Conferences too.
How to Develop a
Curriculum with
Assessment in Mind
G OUR I G UPT E MHA , P HD
BOSTON UN I V E RSITY, S CHOOL OF P UBLI C HEALT H
DE PA RTMENT OF HEA LTH, L AW, P OL I CY A N D M A N AGEMENT