Planning Instruction Task Template

Task3: Performance-Based Assessment

Directions:

Using the lesson plan from Task 2, you will demonstrate your ability to use assessments to determine students’ progress and plan instruction. Because you are using a lesson from a CTE unit of study, many of your assessment should be “performance-based assessments.” (A written test of True/False or Fill-in answers are not performance-based assessments!) To learn about performance-based assessments, go to the following pages:

Develop a Performance-Based Assessment for the lesson plan you used in Task 2.
Complete the questions below describing your Performance-Based Assessment.

Name and Theme of the Lesson (From Task 2 - #2)

Ethics and Standards for Patient Care

CTE Standards (From Task 2 - #3)

8.0 Ethics and Legal Responsibilities Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms

8.4 Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace

Content Objective(s) (From Task 2 - #4)

Be able to identify their professional conduct as it relates to patients.

Become familiar with expectations of ethical conduct and in providing for the protection, safety, and comfort of patients.

Be able to make ethical choices in different scenarios regarding to patient care.

Language Objective(s) (From Task 2 - #5)

Recognizing how to treat a patient.

Learning how to make the right decisions to make a patient feel safe and comfortable.

Learning how to make the right decisions with different types of situations and patients.

1.Identify and describe the performance-based assessment for this lesson.

Students should be able to demonstrate informal assessment by observing student to student and teacher to student conversations. Authentic assessment can also be used to role play real life situations where students can demonstrate how to observe and listen to a patient to provide clear communication and understanding non-verbal communication such as body language

2.What will your students need to know and/or be able to do to complete the assessment?

Students will need to understand what non-verbal communication is, how to do active listening and showing empathy. They will also need to learn how to observe a patient.

3. What evidence of student learning will you collect from this assessment?

How a student understands what communication means, that is can be a verbal and non-verbal way to exchange feelings and attitudes and ultimately helps to shape the experience the patient has by the care that is given.

4. How does the evidence of student learning from this assessment meet the lesson’s Content Objectives?(Task 2 - #4)

Be able to identify their professional conduct as it relates to patients.

Become familiar with expectations of ethical conduct and in providing for the protection, safety, and comfort of patients.

Be able to make ethical choices in different scenarios regarding to patient care.

5.How does the evidence of student learning from this assessment meet the lesson’s Language Objectives? (Task 2 - #5) (SIOP 21, 22)

Recognizing how to treat a patient.

Learning how to make the right decisions to make a patient feel safe and comfortable.

Learning how to make the right decisions with different types of situations and patients.

6.Think about how you will teach your lesson in order for students to complete the assessment. Address each of the following:

Step-by-Step procedures for completing the assessment

*First I would put up the work ethics on the white board and use brainstorming to have the students list what they think ethic means to get a general understanding of who is familiar with what the word means, after I would put up the word morals and ask the to list again what they think it means and we can start to talk about the differences between ethic and moral,and how do you recognize if a patients emotions through verbal and non verbal communication. Next I would print out copy of ethics from the ARRT for students to reference to during group work. As there are ten Rules of Ethics I would assign ten groups to break down the rule and give an example that may or no be realted to the medical field from personal experience. I wouldthen proceed to give them a list of case studiesre regarding situaitons of patient care and have them discuss wether or not they think the x-ray tech made an ethical decision. Lastly I would have them as a group agree what would have been their decision to make an ethical choice when put in that situation and lead into role play of that situation

Teaching strategies used in communicating the purpose of the assessmentand the procedures for completing the assessment

I plan to start with basic terms of feelings to be clear about different emotions and then continue to add how those emotions are connected to professional mannerism and shape the experience that the patient and tech may have. By learning to connect basic terms of emotion to body language, the students should be able to recognize when a situation would cause the x-ray tech to provide excellent care and creating a safe environment for the patient, and also start to introduce the idea how cultural backgrounds help to shape the patient’s expectations and fears by understanding the importance of clear communication and learning to recognize universal body language when dealing with patients of different language barriers

By having students share their experiences and opinions we can demonstrate the important of diversity of different cultures and languages that help shape the experience a patient has and how communication plays a vital role in this process. They can then begin to understand the importance of the assessments to demonstrate listening and observing skills.

Student activities used to complete the assessment

Showing Video clips of ideal patient care vs non-ideal patient care.

Using Comprehension check with thumbs up down or shrug to represent confusionto select what the patient should be feeling after seeing video clips.

Role playing as patient and x-ray technician.

Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room

ARRT – website for 10 code of ethics relative to patient care.

Performance Assessment Scoring Rubric – Task 3

Score Level 4
(10 points) / Score Level 3
(8 points) / Score Level 2
(6 points) / Score Level 1
(4points)
A. The Performance-Based Assessment / The performance-based assessment is accurate and appropriate in relation to thelesson’s Content and Language Objectives and does determine the students’ progress in meeting the lesson goals. / The performance-based assessment is appropriate in relation to thelesson’s Content and Language Objectives and does determine the students’ progress in meeting the lesson goals. / The performance-based assessment is not completely appropriate in relation to thelesson’s Content and Language Objectivesand does not completely determine the students’ progress in meeting the lesson goals. / The performance-based assessment is not appropriate in relation to thelesson’s Content and Language Objectives and does not determine the students’ progress in meeting the lesson goals.
B. Presenting the Performance-Based Assessment / The step-by-step procedures, teaching strategies, student activities, and materials and resources are well-defined and give a clear indication of how the performance-
based assessment is presented to students. / The step-by-step procedures, teaching strategies, student activities, and materials and resources are defined and give an indication of how the performance-
based assessment is presented to students. / The step-by-step procedures, teaching strategies, student activities, and materials and resources are vaguely defined and give only a minor indication of how the performance-
based assessment is presented to students. / The step-by-step procedures, teaching strategies, student activities, and materials and resources are not defined.