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Simulation Interaction Models: A Movement in Formative Assessment MYTHS & MOVEMENTS: REIMAGINING HIGHER EDUCATION ASSESSMENT Regional Conference on Assessment: Drexel University September 10, 2014 Julienne Cuccio-Slichko, M.S. Ed. Kathy Gullie, Ph.D. University at Albany/ State University of New York
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Purpose of Study Examine the outcomes of implementing Simulation Interaction Model within the Teacher Leadership Quality Program (TLQP) Initiative at Syracuse University. Describe the experiences of the TLQP participants Investigating Simulations as a Formative Assessment tool
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Theoretical Framework Interactive Constructivist Approach: the learner should have control to manipulate information; learning should occur in a meaningful context; information should be presented in a variety of formats; learners should have an opportunity to employ problem solving skills; and, assessment should measure the learner’s ability to transfer knowledge and skills. (Ertmer & Newby,1993)
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Definitions
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Communication Model* Simulations as assessment tools serve three purposes: 1.Allow students to construct new knowledge and apply their learning in the future 2.Inform the instructor of students’ progress 3.Develop communication systems for learning feedback * Based on the medical model for simulations
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Defining the Simulation Interaction Model A classroom activity that imitates a system of reality (Sauve, Renaud, Kaufman & Marquis,2007) Students act out assigned roles (Hertel & Millis, 2002) To develop communicative competence (Habermas, 1981) In an effort to prepare future leaders for the disequalibration before their years of service begin (Dotger, 2013) Without real-life consequences (Gilley, 1990)
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Simulation Implementation Process 1.Preparation -graduate student coursework -training of standardized parent/staff 2.Meeting – simulated conference (video-taped) 3.Reflection- students complete a self- assessment immediately following the meeting 4.Debriefing- whole-group activity 5.Feedback- informal peer assessment during debriefing and instructor 6.Transference- apply learning to next simulation and future leadership roles
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The Research
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Research Questions 1.How do participants perceive the value of the Simulation Interaction Model? a)How do perceptions change over the course of the implemented model. b)How does debriefing effect student leadership knowledge, skill and attitude? 2.What are the learning outcomes from participants engaging in the Simulation Interaction Model? 3.How have learning outcomes informed practice?
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Sample – Graduate Students (n=27) completing two simulation experiences each (n=54) – Instructor (n=1) – practicing administrator (n=1) Instruments * – Interview Protocols – Survey Protocols – Observation protocol Design – Quasi-Experimental, Time Series design. Methodology *adapted from Horizon, Inc., Overstreet, 2009, and the Council of Chief School Officers
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Simulation enhanced communication skills Teacher Leadership Graduate Coursework Revised evaluation system Active dialogue Reflection Debriefing Transfer of knowledge Improved learning based on Process Logic Model surveys ActivityOutputs Possible Impacts Data Observations Active dialogue Data Collection Interviews Participants perspectives
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Results and Implications
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TLQP Participants’ Overall Perceptions of The Simulation Interaction Model *Percent agree includes those who responded "slightly agree” to "strongly agree“ on a 5-point Likert-type scale (n=53).
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TLQP Participants’ Perceptions Prior to Simulation, After Simulation, and After Debriefing *Percent agree includes those who responded “very good/very positive” and "good/positive" on a 5- point Likert-type scale where 1=very good/very positive and 5=very poor/very negative (n=53).
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TLQP Participants’ Perceptions Prior to Simulation, After Simulation, and After Debriefing Significant Not significant
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Significance of the Study Overall, students held positive perception of the Simulation Interaction Model and its value for learning Analysis indicated significant differences after debriefing across all three domains- leadership knowledge, skill competency, and overall attitude. Perspectives of participants were not significantly different from before and after the simulations alone. Results suggest that the debriefing sessions are key to understanding and acquiring skills. Transfer of skills were evident when one administrator, asked about the debriefing sessions said it changed his attitude and approach in real life situations.
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Limitations Study Limitations - Small number/ access to participants (n=27) and case studies (n=2) Implementation issues - availability of medical facility for simulated meetings - timing of debriefing sessions Model Limitations - better integration into curriculum - lack of summative assessment component
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Activity: Debriefing Session
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Participants The scenario Step 1: Step 2: Step 3: Reviewing the Simulation Session: Self Awareness and Reflection Through Debriefing INSERT VIDEO HERE
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Julie Cuccio-Slicko Kathy Gullie Evaluation Consortium Dutch Quad B7 University at Albany/SUNY Albany, New York 12222 jslicko@albany.edu kgullie@albany.edu For more information:
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