By Taz Hartwick Evaluating the LSS Program

Evaluation serves as a measurement of progress or learning. It also helps determine whether candidates have the judgement, knowledge, skill and fitness to respond adequately to emergencies of the kind appropriate to the award level. The purpose of evaluation

 Decision-making  Giving feedback  Additional teaching The role of the evaluator

 To understand the principles of evaluation  To understand evaluation standards  To keep accurate records  To seek additional opinions of performance of candidate by other instructors Responsibility of the Instructor

 What is the difference?  Can you fail someone for yuor evaluation standard? Evaluation standard Vs Teaching standard

 The text item description  Purpose statement  Must Sees  Notes Using the Award Guides

 Continuous Evaluation  Formal Evaluation Evaluation Methods

Why do it? Why not leave it for the last day? Continuous Evaluation

Why do it? Why not leave it for the last day?  It make instructors more aware of the weaknesses and strengths of their candidates.  Enables instructors to monitor individual progress  There is more time for teaching! As formal can be quite time consuming  Some times students have to miss the last class? Then what?  Instructors can tailor their plans to the weakness’s of the group. Continuous Evaluation

Continuous Evaluation ROCKS!....wait, how does it work? Continuous Evaluation

Continuous Evaluation ROCKS!....wait, how does it work?  Continuous evaluation is really not that complicated. It just consists of simply jotting down a few notes about individuals performance during and after the class.  Instructors can also “check off” items that they have seen individuals complete during the course.  Just make sure you see each skill more then once to check it off. Continuous Evaluation

Evaluation methods can vary depending on  The test item  Number of candidates  Time and space available  Equipment required Evaluation methods

Knowledge is best measured during practical items, when performance alone reveals candidate’s knowledge A separate evaluation of theoretical knowledge is necessary only for material that is not easily integrated into the examination Where a separate evaluation is necessary, oral evaluations are preferable to written tests. Evaluating knowledge

Knowledge is best measured during practical items, when performance alone reveals candidate’s knowledge A separate evaluation of theoretical knowledge is necessary only for material that is not easily integrated into the examination Where a separate evaluation is necessary, oral evaluations are preferable to written tests. Evaluating knowledge

All items that begin with “demonstrate” evaluate a straight forward skill demonstration All items that begin with “perform” require them to perform in a rescue situation where judgement is applied Give me three examples each! Go! Evaluating Skill

 Situations NEED to be appropriate for the award level!  Make sure rescues relate to the primary purpose of the item  Make sure the victims know how to be victims.  Rescues “Must see’s” tend to parallel the rescuer’s checklist. Evaluating Rescues

 Make sure you understand the purpose and “must see’s”  Insure that you are incorporating time for them to develop their sculling and lifesaving kick skills. (NLS instructors WILL FIND YOU!) Evaluating Swimming

 Can candidates fail the fitness challenge because of their performance?  How about the endurance challenge? Evaluating the fitness challenge

 Instructor-evaluated awards  Instructor evaluated items  Prerequisites  Pre-tests  Evaluation equipment  Obtaining examiners  Scheduling the examination  Test sheets  Candidates’ Fees Additional Instructor responsibilities

 Prerequisites  Unsuccessful candidates  Test sheets (design, function, how to use, and copies)  Candidate awards (how to obtain, how they work, temp cards) Policy and procedures