Karen Parker

MEDT 7476
Dr. Huett
Assignment #3
Assessment Implementation

Client Information Jo Leslie Swena-Mason

Paulding County High School
Healthcare teacher
[email protected]
Certification ID number – 789362

The Actual Assessment

The Creating a Video to Demonstrate Safety Skills that students have learned during
the semester was given as a summative assessment to a Patient Cares Fundamentals class. This
class is the third class in the Health Science pathway and gives the students an opportunity to
become CNA (Certified Nursing Assistant) certified at the end of the course. Due to the nature of
the assessment and the time required to complete, my client decided to change the assessment
from a formative to a summative. Since the students have already learned about safety skills and
activities of daily living earlier in the semester, this assessment enables them to demonstrate a
deeper level of understanding by creating a video to be used for future instructional purposes.
To introduce the assessment students were given the directions and rubric to review the
requirements together as a class. The students then viewed two short video examples
demonstrating similar tasks and were given directions as to what was expected for their final
product. Students were then allowed to select the topic for their video from a list provided by the
teacher.

Directions for Creating a Video to Demonstrate Safety

Skills and Activities of Daily Living
You will be creating a video to demonstrate a safety skill or an Activity of Daily
Living skill. As a class, view the examples prior to beginning.

Step 1 - Gathering pictures

1. Select your topic from the list provided. There should only be one student
per topic.
 2. On a sheet of paper, write out the sequencing steps of your topic. You may
want to have your partner review to ensure that all steps are included.
3. In the Healthcare lab, gather the materials you will need. Using your
smartphone or an IPad, have your partner take a picture of you as you
demonstrate each step. With your partner review your pictures to make sure
you have all steps included and that you will have enough to use for your
video. NOTE: It is better to have too many pictures than not enough!
4. With your partner, you will now reverse roles. Take pictures of your partner
demonstrating each step of their topic. Assist with reviewing their pictures.
5. Save your pictures to your Google Drive so you can access them from a
computer.

Step 2 - Creating the video

1. Log into the computer and open PowerPoint. Follow the demonstration so you
will know what steps to use in creating your video.
2. Open your Google Drive and view your sequencing pictures. You may edit,
crop, or resize your pictures as you feel needed with the photo editing
software of your choice.
3. Open a new PowerPoint presentation to begin your video. As you work, refer
to your rubric to ensure your video meets all requirements. Depending on
your topic, the video should be between 2 and 5 minutes in length.
4. Select your background for your video. Remember this isn't a presentation
with a lot of words so a subtle background may work best.
5. Add a title slide, appropriate for the skill you selected.
6. Add additional slides to show each step. Insert the appropriate pictures into
each slide as well as any text you might need (minimal text is better, no
paragraphs).
7. You may use the internet to search for additional pictures as needed to
enhance your video.
8. Add a reference slide at the end of your presentation if text or pictures
other than your original pictures were used.
9. Review your slideshow to make sure you have covered all steps of your topic.
You may also want to ask your partner to review prior to proceeding.
 10. Open a Word document and using your basic sequencing steps created
previously, write out your script. Your script could be as simple or as
detailed as you prefer. You may only want to list the steps or you may want
to write the entire script, word-for-word.
11. Using the stopwatch feature on your phone, rehearse your script to make
sure your video will meet the time requirements. Edit as needed. You might
also want to notate where you want your slides to advance.
12. Using a headset with a microphone, you are now ready to record. Following
the steps your class learned previously, begin recording. You will talk and
advance the slides as needed. Remember to talk slowly and not advance your
slides too fast.
13. Review your video and edit as necessary.

When you are satisfied with your final product, save your presentation as an
MPeg4 file and share with your teacher.
The Measurement Tool
The Rubric to assess the Creating a Video to Demonstrate Safety Skills and Activities
of Daily Living was given to the students prior to them beginning their project. Students
reviewed the rubric as a class and were shown the expectations for the video. These are high
school students who are familiar with using rubrics to self-assess their work and check for all
requirements as they complete a project.

Name: __________________________________________________

Video to Demonstrate Safety Skills and Activities of Daily

Living Rubric
Standards: HS-PCF-1 Demonstrating employability skills required by business and industry.
HS-PCF-9 Adhere to regulations and practice appropriate safety measures in providing resident/patient/client care.
HS-PCF-12 Utilize information on the resident/patient/client care plan to assist with Activities of Daily Living (ADL)
skills while promoting the resident’s/patient’s/client’s independence. In addition, beginning and ending
procedures should be properly sequenced and performed with all resident/patient/client care.

Requirement Exceeds Meets Needs Does not meet Total

Expectations (4) Expectations (3) Additional expectations or
Editing (2) missing a
requirement (0-
1)
Organization - The purpose of The purpose of The purpose of The video has
Purpose, includes the video is clear. the video is a the video is little
Title, Student name, All required little vague. One vague enough organization. The
Credits and Reference elements are of the required to leave the audience is
slides. present. elements is view confused. totally confused.
missing. One of the Two or more of
required the required
elements is elements are
missing. missing.

Content Topic is covered Includes Includes Content is

in-depth with essential essential minimal. Topic is
details and is fully knowledge about information not fully
demonstrated. the topic. Subject about the topic explained.
Subject knowledge but there are 1- Numerous steps
knowledge is appears to be 2 steps not of the
excellent. good. fully explained. demonstration
are omitted.
Attractiveness - Attractive to Attractive to Two items are Extremely
Background, pictures, viewer and easy viewer but distracting to distracting to the
fonts, color choice to read. They are slightly viewer. viewer. The
not distracting distracting from Excessive text demonstration
from the the is used. message is lost
demonstration. demonstration. due to
Text used One items is distractions.
enhances the distracting.
video.

Volume/Rate/Pacing Volume is loud The audience is Speaks too The audience

/Verbal of Audio enough for able to hear softly for the cannot hear
Recording audience to most of the audience to audio. The rate
clearly audio. understand and pacing causes
understand. Rate Appropriate rate clearly. Speaks confusion.
of speaking varies used but with a too rapidly or Excessive verbal
with pauses for few verbal slowly, pauses clutter.
natural effects. clutter, filler might interfere
No clutter or filler words or with
words. unnecessary smoothness of
pauses. rate. Some
clutter that is
distracting
from video.
Length of Video The video is The video length The video The video length
Presentation between 2:00 is between 10 - length is is more than 30
minutes and 5:00 20 seconds over between 20 - seconds over or
minutes. or under. 30 seconds under.
over or under.

See Reverse for Comments Total Points _____________

Teacher Comments:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
Student Example with Teacher Feedback and Grade

Hoyer Lift Video

Report of Findings
Overall, the healthcare students enjoyed creating a video to demonstrate skills they have
learned throughout the semester. The students classroom environment is either in a lecture or lab
setting, so they liked being able to use technology. To obtain the pictures for the video, students
used their smartphones. One person took pictures while one or two other students demonstrated
the skill, step-by-step. The students were very engaged working through each step, ensuring that
all aspects of the skill was covered. When discussing the timeline of this assessment with my
client, the time consideration of the picture aspect of the project was greatly underestimated.
Normally each skill takes between 2 – 5 minutes to demonstrate. However, when taking still
pictures of a skill, the time took a lot longer. One or two students had to get in each position for
every picture. Also with most students being in the magnet program, and all being in a higher-
level, specialized course, the students wanted perfection. The students did not have any difficulty
using PowerPoint for the second part of the project. Being comfortable with technology, the
students learned how to record within PowerPoint easily and needed very little guidance. The
only problem again was wanting all aspect of their videos to be perfect.
With this class consisting of magnet and higher-level learners, I was surprised that two
students’ video did not meet expectations. Most of the pictures these two students selected were
very distracting from their demonstration, the audio was low and distorted, and the video length
exceeded the time limit. I believe that by reviewing the rubric requirements prior to the
beginning of the project as well as prior to the actual creation of the video would help students.
With the exception of these two students, everyone else either met or exceeded expectations.
Each student’s video was uniquely created, with some students combining still pictures taken
with online graphics. Also, students who had audio issues identified and corrected the problem
prior to finalizing to video.
The main change I would make to this assessment is creating a detailed checklist to help
ensure students meet all requirements. The high school students are extremely familiar with
using rubrics but since the rubric is focusing on the final product, the checklist would help them
to focus on the completion of steps leading up to the final project, more specifically the steps
involved in obtaining the pictures. Creating a checklist for the students could make them more
aware that they need to view and double-check all pictures taken during the demonstration phase
in the healthcare lab prior to proceeding to the computer lab.
Impact on Student Learning

Total Students Participating in Video Project

2
Exceeds
2
Meets

10
Does Not
Meet

Scores of Magnet vs. Regular Ed Students

8

6
Number of Students

4
Sum of Magnet
3 Sum of Regular

0
Exceeds Meets Does Not Meet
Score
 Kinesthetic Learners

0 1

Exceeds
Meets
Does Not Meet
6

Students Level of Comfort With Technology - Likert Scale

0 0
1 1

2
7
6 3

5
 An analysis of the Video to Demonstrate Safety Skills and Activities of Daily Living
results show that the project produced successful results for the majority of the students in the
Patient Fundamentals class. The majority of the students, 12 out of 14, or 86%, either met or
exceeded the expectations for the video. When comparing the magnet students to the regular
education students, all eight magnet students met or exceeded expectations with 88% of the
magnet students exceeding expectations versus 50% of the regular education students’ scores
exceeding. Eighty-six percent of the kinesthetic learners exceeded expectations with five of the
magnet students falling in this classification. Students were also given a survey prior to
beginning the video project where they were asked to rate their comfort level with technology on
a Likert scale of 1 – 5. One person was extremely comfortable using technology tools, 43% of
the students felt their comfort level using technology was above average and 50% of the students
considered their comfort level to be average. No students surveyed believed their skill and
comfort level of using technology or learning new technologies to be low. Interestingly, the two
students who did not exceed expectations on the video project felt their technology comfort level
to be average or above average.
Using a summative, technology assessment late in the semester allowed the students the
opportunity to demonstrate a deeper level of understanding of a skill they had previously
practiced and mastered. Through this project of creating a video to demonstrate a skill, students
had to think differently in order to teach the skill. Creating the video was a challenge for all
students, but especially for the magnet students, as evidenced by the 86% success rate. However,
with 14%, or two of the students, not meeting expectations, I believe there is room for
improvement for both the project directions and reviewing the rubric requirements. These two
students are regular education students, having mastered the skill, but needing more guidance on
technology. I believe that reviewing the rubric requirements prior to the project beginning as
well as an additional review prior to beginning the actual use of technology would be beneficial.
I also believe that including a checklist in the directions would be useful to the students. The
checklist could further break down the rubric requirements so students would be more aware of
what was required. The main issue with the two regular education students’ grade was extremely
low volume, with an inappropriate rate and pacing of voiceover. A simple checklist would
prompt students to listen to their audio and correct issues prior to finalizing the video and
submitting.

Future Instructional Plans

In speaking with my client and reflecting on the results, we were very pleased. The
students enjoyed integrating technology into their healthcare lesson and all were successful with
the exception of one group. The students adapted to using technology resources quickly but
looking at the data for each subgroup we both believe that the directions and the rubric for the
assessment should be modified before using again. The directions originally stated that each
student would work with a partner to assist with taking pictures for the project but that each
student would be responsible for their own project. My client decided to have each partner-group
work together for both taking pictures and completing the final video. Also, neither one of us
realized that the picture-taking process would be longer than the original allocated time. Taking
step-by-step pictures of a demonstration to explain for teaching purposes actually takes a lot
longer than completing a live demonstration. Before using this assessment again, my client
would like to revise the student groupings and task assignment. Some task demonstrations the
students selected could be broken down into smaller, more manageable pieces. Also, my client
suggested that the students taking the pictures not be the subjects of the actual video. One group
of females had difficulty obtaining enough pictures because they could not objectively look at
the tasks being photographed. They were more concerned with their looks in the pictures.
Finally, the main area of revision for future instruction should be adding a checklist and/or
reiterating the necessity of students reviewing and listening to their recording prior to finalizing
the video. One group discovered their low volume after the fact and had to edit using an audio
booster and voice overlay. The other group, who did not meet expectations, did not make an
effort to review or correct their sound issues.
Overall, all students performed well. For future instruction, the rubric requirements will
be reiterated and revised to include an additional section splitting the requirements for visual
attractiveness. The background choice, fonts, and color choice will comprise one section with the
additional section being the use, selection, and formatting of pictures. The creation and use of a
checklist will be included to help guide students with the project requirements, especially with
checking and viewing their picture selection prior to producing the video. Finally, additional
instruction on editing pictures and images will be given prior to importing the pictures into
PowerPoint. This will hopefully eliminate the improper formatting of the images.