2. Performance Assessment Dental Hygiene Periodontal Charting MARY ELLEN MUNRO POST UNIVERSITY EDU 607.90 ASSESSING AND MANAGING LEARNING

3. Introduction To determine a dental hygiene student’s understanding of patient periodontal status, students will complete a periodontal chart on the patient’s oral health as a performance assessment. The students must know the broad spectrum of periodontal health that they may encounter with any given patient. Assessing the students’ knowledge with the use of a formative assessment gives evidence that improves teaching and learning will continue to grow (Greenstein, 2010, p. 36). As the students begin this periodontal evaluation they need to understand how to determine the oral health of the patient. The skills required to make this evaluation are: (i)the proper use of a periodontal probe around each tooth; (ii) reading and recording the correct numbers; (iii) assessing the gingival margin and the mucogingival junction; (iv)furcation involvement; (v) mobility; and (vi) bleeding.

4. Learning Targets  Knowledge Learning Targets  I can read a periodontal chart.  I can define the stages of periodontal disease.  I can formulate a treatment plan based on the needs of the patient.  I can identify what stage of health my patient is at by the periodontal chart.  Reasoning Learning Targets  I can describe the purpose of a periodontal chart.  I can interpret the different characteristics of periodontal disease.  I can explain ways to help improve oral health by changing behaviors of the patient.  Skill Learning Targets  I can correctly use a periodontal probe.  I can record the information determined by the periodontal probe into the chart.  I can discuss the stages of periodontal health with the patient.  Product  I can create a periodontal chart and assess the health of the patient.

5. Process  Student Dental Hygienist Performance Indicator : Identify the stages of periodontal disease.  Essential Question: How can the periodontal chart help identify the oral health status?  Goal : The student’s goal is to create a periodontal chart for the patient and use the results to determine the type of treatment he/she will receive.  Role : The role of the student is to evaluate the evidence from the patient’s periodontal chart to identify his/her periodontal classification. Then, the student will create a plan to help the patient improve his/her oral health.  Audience : The student’s audience is the patient and the instructor

6. Procedure  Identify the sulcus/pocket depths and record in boxes adjacent to each tooth surface, beginning with tooth #1 (if present). For follow-up procedures on a computer chart, each chart will be saved under completions date. Included any bleeding on probing (BOP) by charting a red dot  Gingival margin, record recession in millimeters by placing the number in the appropriate box.  Mucogingival line, measure, using the perio probe at the midline of the tooth and measure the distance from the gingival margin to the mucogingival junction. Record the measure in the appropriate box.  Mobility, the degree of mobility is placed in appropriate box  N= normal, no displacement  1= slight mobility, up to 1 mm displacement  2= moderate mobility, up to 2 mm displacement  3= severe mobility, >2 mm displacement, may move in all directions, vertically and/or horizontally  Furcation Involvement  Class I – can detect furcation area and root anatomy  Class II – can insert tip of probe up to 2 mm into furcation  Class III – can insert the tip of the probe all the way into the furcation  Class IV – Same as class III but furcation exposed due to gingival recession.  Other findings to note on chart  Suppuration  Food impaction  Open contact

7. Assessment  The assessment for periodontal charting is to determine the course of treatment a patient will need. Brookhart (2014) states the first few steps are to “identify the content knowledge and skills to be assessed, identify the thinking skills to be assessed, draft a task and criteria to match these intended learning outcomes” (p. 68). The teacher will inform the students of the goals and purpose of the assessment. This will help them identify their understanding of the learning outcomes.  The achievement target is to determine the patient’s oral health by using a periodontal chart. The students have learned about the concept of a periodontal chart in the course they have taken in periodontology before they enter the clinic setting. These learning assessments build on knowledge they already have and are putting them in a practical use. “The right learning target for today’s lesson builds on the learning targets from previous lessons in the unit and connects with learning targets in future lessons to advance student understanding of important concepts and skills” (Moss & Brookhart, 2012, p. 2). The combination of these targets help the students to master the knowledge of the concepts behind a periodontal chart.

8. Rubric CriteriaSatisfactoryAdequateUnsatisfactoryUnacceptableCriticalPts Infection Control Protocol Satisfactory, competent, consistent, no errors 4 pts Adequate, Minor improvements, Competency developing, 1-2 errors 3 pts Unsatisfactory, Needs Moderate Improvements, Competency, Not Met 3 errors 2 pts Unacceptable, Major Improvements, Competency Not Met, 4 errors 1 pts Critically Deficient, Unacceptable Incompetent, 5 + Errors 0 pts Instrumentation and Assessments Skills Satisfactory, competent, consistent, no errors 4 pts Adequate, Minor improvements, Competency developing, 1-2 errors 3 pts Unsatisfactory, Needs Moderate Improvements, Competency, Not Met 3 errors 2 pts Unacceptable, Major Improvements, Competency Not Met, 4 errors 1 pts Critically Deficient, Unacceptable Incompetent, 5 + Errors 0 pts Sequence and time efficiency Satisfactory, competent, consistent, no errors 4 pts Adequate, Minor improvements, Competency developing, 1-2 errors 3 pts Unsatisfactory, Needs Moderate Improvements, Competency, Not Met 3 errors 2 pts Unacceptable, Major Improvements, Competency Not Met, 4 errors 1 pts Critically Deficient, Unacceptable Incompetent, 5 + Errors 0 pts Significant findings/Client Patient Interaction Satisfactory, competent, consistent, no errors 4 pts Adequate, Minor improvements, Competency developing, 1-2 errors 3 pts Unsatisfactory, Needs Moderate Improvements, Competency, Not Met 3 errors 2 pts Unacceptable, Major Improvements, Competency Not Met, 4 errors 1 pts Critically Deficient, Unacceptable Incompetent, 5 + Errors 0 pts Verbalization to faculty Satisfactory, competent, consistent, no errors 4 pts Adequate, Minor improvements, Competency developing, 1-2 errors 3 pts Unsatisfactory, Needs Moderate Improvements, Competency, Not Met 3 errors 2 pts Unacceptable, Major Improvements, Competency Not Met, 4 errors 1 pts Critically Deficient, Unacceptable Incompetent, 5 + Errors 0 pts General Documentation Satisfactory, competent, consistent, no errors 4 pts Adequate, Minor improvements, Competency developing, 1-2 errors 3 pts Unsatisfactory, Needs Moderate Improvements, Competency, Not Met 3 errors 2 pts Unacceptable, Major Improvements, Competency Not Met, 4 errors 1 pts Critically Deficient, Unacceptable Incompetent, 5 + Errors 0 pts Gingival Margin Line and Mucogingival line Satisfactory, competent, consistent, no errors 4 pts Adequate, Minor improvements, Competency developing, 1-2 errors 3 pts Unsatisfactory, Needs Moderate Improvements, Competency, Not Met 3 errors 2 pts Unacceptable, Major Improvements, Competency Not Met, 4 errors 1 pts Critically Deficient, Unacceptable Incompetent, 5 + Errors 0 pts Other Findings Satisfactory, competent, consistent, no errors 4 pts Adequate, Minor improvements, Competency developing, 1-2 errors 3 pts Unsatisfactory, Needs Moderate Improvements, Competency, Not Met 3 errors 2 pts Unacceptable, Major Improvements, Competency Not Met, 4 errors 1 pts Critically Deficient, Unacceptable Incompetent, 5 + Errors 0 pts Pocket Depth and Furcation Satisfactory, competent, consistent, no errors 4 pts Adequate, Minor improvements, Competency developing, 1-2 errors 3 pts Unsatisfactory, Needs Moderate Improvements, Competency, Not Met 3 errors 2 pts Unacceptable, Major Improvements, Competency Not Met, 4 errors 1 pts Critically Deficient, Unacceptable Incompetent, 5 + Errors 0 pts Clinical Attachment Level Satisfactory, competent, consistent, no errors 4 pts Adequate, Minor improvements, Competency developing, 1-2 errors 3 pts Unsatisfactory, Needs Moderate Improvements, Competency, Not Met 3 errors 2 pts Unacceptable, Major Improvements, Competency Not Met, 4 errors 1 pts Critically Deficient, Unacceptable Incompetent, 5 + Errors 0 pts Dental Hygiene Diagnosis and Care Plan Satisfactory, competent, consistent, no errors 4 pts Adequate, Minor improvements, Competency developing, 1-2 errors 3 pts Unsatisfactory, Needs Moderate Improvements, Competency, Not Met 3 errors 2 pts Unacceptable, Major Improvements, Competency Not Met, 4 errors 1 pts Critically Deficient, Unacceptable Incompetent, 5 + Errors 0 pts Referral and outcome Satisfactory, competent, consistent, no errors 4 pts Adequate, Minor improvements, Competency developing, 1-2 errors 3 pts Unsatisfactory, Needs Moderate Improvements, Competency, Not Met 3 errors 2 pts Unacceptable, Needs Major Improvements, Competency Not Met, 4 errors 1 pts Critically Deficient Unacceptable Incompetent, 5 + Errors 0 pts Periodontal Classification Satisfactory, competent, consistent, no errors 4 pts Adequate, Minor improvements, Competency developing, 1-2 errors 3 pts Unsatisfactory, Needs Moderate Improvements, Competency, Not Met 3 errors 2 pts Unacceptable, Needs Major Improvements, Competency Not Met, 4 errors 1 pts Critically Deficient Unacceptable Incompetent, 5 + Errors 0 pts Total Points

9. Summary Before the students completes the performance assessment, they will review the rubric with their instructor. This will help them see what will be expected of them and ask for assistance/clarification from their instructor on an area(s) they feel they need further work with before being assessed. In one-one discussions the students help determine if they are ready to be assessed on the periodontal charting. Utilizing personal communication as a way of assessing helps determine what the students have learned. This can be an informal way of interacting with students but also be part of the formal assessment. “If planned well and recorded systematically, information from personal communication can be used as the basis for assessments of learning” (Stiggins, Arter, Chappuis, & Shappuis, 2004, p. 93). The students will refer to the rubric to guide them in achieving the learning target. When the learning targets are achieved the students are ready to start using what they learned on future patients.

10. Reference Brookhart, S. M. (2014). How to design questions and tasks to assess student thinking. Alexandria, VA: ASCD. Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. Alexandria, VA: ASCD. Greenstein, L. (2010). What teachers really need to know about formative assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Lizard Software. (2011, December). Praktika online dental software. Retrieved from http://praktika.com.au/praktika-online-dental-practice-management-software-details.html Moss, C. M., & Brookhart, S. M. (2012). Learning Targets: Helping students aim for understanding in today's lesson. Alexandria VA: Associates for Supervision and Curriculum Developement. Perio Peak. (2013, December). Regenerative periodontal endoscopy. Retrieved from Revolutionary gum disease treatment: http://periopeak.com/blog/category/stages-of-periodontal-disease/ Stiggins, R., Arter, J., Chappuis, J., & Shappuis, S. (2004). Classroom assessment for student learning: Doing it right-using it well. Assessment Training Institute. Wilkins, E. M. (2005). Clinical Practice of the Dental Hygienist. Baltimore MD: Lippincott Williams & Wilkins.