Öz
Nursing education has been affected by many aspects during the COVID-19 pandemic process. One of them and the most important one is the change in measurement-evaluation methods in this process. With distance education, many new measurement and evaluation methods have started to be used. In this period, there was a transition from exam-oriented structure to homework and performance-oriented assessment methods. Evidence-based structuring of homework and performance evaluations is important in distance education. Rubrics are measurement-evaluation tools used in the evaluation of assignments and performances and directing the student and the trainer. With the development and use of rubrics, measurement-evaluation becomes fairer, more valid and reliable. Rubrics also encourage self-regulated learning and enable the student to gain responsibility. In addition, rubrics are a proof in terms of showing the trainer's achievement of learning goals. In this study, it is aimed to share the use of rubrics, which are handled and created within the scope of trainings of trainers to support continuous improvement, and also applied during a period, and to raise awareness about this method. As a result of the study, it has been shown that the feedbacks of the instructors and students on the use of rubrics are positive, that they can be used as a motivational tool and provide objectivity in the evaluation of the course.
Anahtar Kelimeler
Continuous improvement educational measurement staff development training
Kaynakça
- Allen, D., & Tanner, K. (2006). Rubrics: Tools for making learning goals and evaluation criteria explicit for both teachers and learners. Life Sciences Education, 5(3), 197-203. doi: 10.1187/cbe.06-06-0168
- Andrade, H. G. (1997). Understanding rubrics. Educational Leadership, 54(4), 14-17.
- Birgin, O., & Adnan, B. (2007). The use of portfolio to assess student’s performance. Journal of Turkish Science Education, 4(2), 75-90.
- Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67(3), 343-368. doi:10.1080/00131911.2014.929565
- Buluta, İ., Sapancı, A., & Kara, İ. H. (2015). Tıp eğitiminde kullanılan ölçme ve değerlendirme araçlarının geleneksel ve alternatif ölçme ve değerlendirme araçları olarak sınıflandırılması. Journal of Medical Education And Informatics, 1(1), 2-11.
- D’Souza, P., Renjith, V., George, A., & Renu, G. (2015). Rubrics in nursing education. International Journal of Advanced Research, 3(5), 423-428.
- Gaffney, M. K., Chargualaf, K. A., & Ghosh, S. (2021). Covid-19 disruption of nursing education and the effects on students’academic and professional confidence. Nurse Educator, 46(2), 76-81. doi: 10.1097/nne.0000000000000986
- Hemşirelik Ulusal Çekirdek Eğitim Programı (HUÇEP). Hemşirelik Ulusal Çekirdek Eğitim Programı Ana Bileşenleri (2014). Erişim adresi (15.03.2022): http://www.hemed.org.tr/2014-hucep/
- Houghton, T. (2016). Assessment and accountability: part 3–sign-off mentors. Nursing Standard, 30(49). doi: 10.7748/ns.2016.e7964
- Lee, E., Mabry, J. L., Roberts, T., & Davis, K. M. (2021). Development of the simulation-positive learning evaluation (SIM-PLE) rubric for use in medical-surgical nursing high fidelity simulations. Nurse Education in Practice, 51, 102992. doi: 10.1016/j.nepr.2021.102992.
- Mace, M. K., & Pearl, D. (2021). Rubric development and validation for assessing comprehensive internationalization in higher education. Journal of Studies in International Education, 25(1), 51-65. doi: 10.1177/1028315319865790
- Muhammad, A., Lebar, O., & Mokshein, S. E. (2018). Rubrics as assessment, evaluation and scoring tools. International Journal of Academic Research in Business and Social Sciences, 8(10), 1417-1431. doi: 10.6007/ıjarbss/v8-i10/5309
- Naber, J. L., & Theobald, A. (2015). Development of a school of nursing rubric. Journal of Nursing Education and Practice, 5(9), 49.
- Nicholson, P., Gillis, S., & Dunning, A. T. (2009). The use of scoring rubrics to determine clinical performance in the operating suite. Nurse Education Today, 29(1), 73-82. doi: 10.1016/j.nedt.2008.06.011
- Oermann, M. H., Saewert, K. J., Charasika, M., & Yarbrough, S. S. (2009). Assessment and grading practices in schools of nursing: National survey findings part I. Nursing Education Perspectives, 30(5), 274-278.
- Oermann, M. H., Yarbrough, S. S., Saewert, K. J., Ard, N., & Charasika, M. (2009). Clinical evaluation and grading practices in schools of nursing: National survey findings part II. Nursing Education Perspectives, 30(6), 352-357.
- Rhodes, T. (2014). Assessing outcomes and improving achievement: tips and tools for using rubrics. Peer Review, 16(3), 32-33.
- Drexel University (2022). Rubrics. Erişim adresi(15.03.2022):https://drexel.edu/institutionalresearch/assessment/methods/rubrics/
- Shipman, D., Roa, M., Hooten, J., & Wang, Z. J. (2012). Using the analytic rubric as an evaluation tool in nursing education: The positive and the negative. Nurse Education Today, 32(3), 246-249. doi: 10.1016/j.nedt.2011.04.007
- Stanley, D., Coman, S., Murdoch, D., & Stanley, K. (2020). Writing exceptional (specific, student and criterion-focused) rubrics for nursing studies. Nurse Education Practice, 49, 102851. doi: 10.1016/j.nepr.2020.102851
- Wolf, K., & Stevens, E. (2007). The role of rubrics in advancing and assessing student learning. Journal of Effective Teaching, 7(1), 3-14.
- Wu, X. V., Heng, M. A., & Wang, W. (2015). Nursing students’ experiences with the use of authentic assessment rubric and case approach in the clinical laboratories. Nurse Education Today, 35(4), 549-555. doi: 10.1016/j.nedt.2014.12.009
- Yükseköğretim Kurulu (YÖK). (2020). Küresel salgında yeni normalleşme süreci. Erişim adresi (01.09.2021): https://www.yok.gov.tr/Sayfalar/Haberler/2020/kuresel-salginda-yeni-normallesmesureci-kilavuzu.aspx
Öz
Hemşirelik eğitimi, COVID-19 pandemi sürecinde pek çok yönüyle etkilenmiştir. Bunlardan bir tanesi ve en önemlisi de bu süreçteki ölçme-değerlendirme yöntemlerindeki değişimdir. Uzaktan eğitimle birlikte birçok yeni ölçme değerlendirme yöntemi kullanılmaya başlanmıştır. Bu dönemde sınav odaklı yapıdan, ödev ve performans odaklı değerlendirme yöntemlerine geçiş yapılmıştır. Uzaktan eğitimde ödev ve performans değerlendirmelerinin kanıta dayalı yapılandırılması önemlidir. Rubrikler, ödev ve performansların değerlendirilmesinde kullanılan, öğrenci ve eğiticiyi yönlendiren ölçme-değerlendirme araçlarıdır. Rubriklerin geliştirilmesi ve kullanılması ile ölçme-değerlendirme daha adil, daha geçerli ve güvenilir olmaktadır. Rubrikler aynı zamanda öz düzenlemeli öğrenmeyi cesaretlendirerek öğrencinin de sorumluluk kazanmasını sağlamaktadır. Ayrıca eğiticinin öğrenim hedeflerine ulaşma durumunu göstermesi açısından rubrikler bir kanıt niteliğindedir. Bu çalışmada, sürekli iyileştirmeyi desteklemek amaçlı eğitici eğitimleri kapsamında ele alınan ve oluşturulan, aynı zamanda bir dönem boyunca uygulanan rubriklerin kullanımının paylaşılması ve bu yönteme ilişkin
farkındalık yaratılması amaçlanmaktadır. Çalışmanın sonucunda, rubriklerin kullanımı konusunda öğretim elemanlarının ve öğrenci geribildirimlerinin olumlu yönde olduğu, motivasyonel bir araç olarak kullanılabileceği ve dersin değerlendirmesinde objektiviteyi sağladığı gösterilmiştir.
Anahtar Kelimeler
Değerlendirme ölçme ölçme aracı puanlama yönergesi sürekli iyileştirme
Kaynakça
- Allen, D., & Tanner, K. (2006). Rubrics: Tools for making learning goals and evaluation criteria explicit for both teachers and learners. Life Sciences Education, 5(3), 197-203. doi: 10.1187/cbe.06-06-0168
- Andrade, H. G. (1997). Understanding rubrics. Educational Leadership, 54(4), 14-17.
- Birgin, O., & Adnan, B. (2007). The use of portfolio to assess student’s performance. Journal of Turkish Science Education, 4(2), 75-90.
- Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67(3), 343-368. doi:10.1080/00131911.2014.929565
- Buluta, İ., Sapancı, A., & Kara, İ. H. (2015). Tıp eğitiminde kullanılan ölçme ve değerlendirme araçlarının geleneksel ve alternatif ölçme ve değerlendirme araçları olarak sınıflandırılması. Journal of Medical Education And Informatics, 1(1), 2-11.
- D’Souza, P., Renjith, V., George, A., & Renu, G. (2015). Rubrics in nursing education. International Journal of Advanced Research, 3(5), 423-428.
- Gaffney, M. K., Chargualaf, K. A., & Ghosh, S. (2021). Covid-19 disruption of nursing education and the effects on students’academic and professional confidence. Nurse Educator, 46(2), 76-81. doi: 10.1097/nne.0000000000000986
- Hemşirelik Ulusal Çekirdek Eğitim Programı (HUÇEP). Hemşirelik Ulusal Çekirdek Eğitim Programı Ana Bileşenleri (2014). Erişim adresi (15.03.2022): http://www.hemed.org.tr/2014-hucep/
- Houghton, T. (2016). Assessment and accountability: part 3–sign-off mentors. Nursing Standard, 30(49). doi: 10.7748/ns.2016.e7964
- Lee, E., Mabry, J. L., Roberts, T., & Davis, K. M. (2021). Development of the simulation-positive learning evaluation (SIM-PLE) rubric for use in medical-surgical nursing high fidelity simulations. Nurse Education in Practice, 51, 102992. doi: 10.1016/j.nepr.2021.102992.
- Mace, M. K., & Pearl, D. (2021). Rubric development and validation for assessing comprehensive internationalization in higher education. Journal of Studies in International Education, 25(1), 51-65. doi: 10.1177/1028315319865790
- Muhammad, A., Lebar, O., & Mokshein, S. E. (2018). Rubrics as assessment, evaluation and scoring tools. International Journal of Academic Research in Business and Social Sciences, 8(10), 1417-1431. doi: 10.6007/ıjarbss/v8-i10/5309
- Naber, J. L., & Theobald, A. (2015). Development of a school of nursing rubric. Journal of Nursing Education and Practice, 5(9), 49.
- Nicholson, P., Gillis, S., & Dunning, A. T. (2009). The use of scoring rubrics to determine clinical performance in the operating suite. Nurse Education Today, 29(1), 73-82. doi: 10.1016/j.nedt.2008.06.011
- Oermann, M. H., Saewert, K. J., Charasika, M., & Yarbrough, S. S. (2009). Assessment and grading practices in schools of nursing: National survey findings part I. Nursing Education Perspectives, 30(5), 274-278.
- Oermann, M. H., Yarbrough, S. S., Saewert, K. J., Ard, N., & Charasika, M. (2009). Clinical evaluation and grading practices in schools of nursing: National survey findings part II. Nursing Education Perspectives, 30(6), 352-357.
- Rhodes, T. (2014). Assessing outcomes and improving achievement: tips and tools for using rubrics. Peer Review, 16(3), 32-33.
- Drexel University (2022). Rubrics. Erişim adresi(15.03.2022):https://drexel.edu/institutionalresearch/assessment/methods/rubrics/
- Shipman, D., Roa, M., Hooten, J., & Wang, Z. J. (2012). Using the analytic rubric as an evaluation tool in nursing education: The positive and the negative. Nurse Education Today, 32(3), 246-249. doi: 10.1016/j.nedt.2011.04.007
- Stanley, D., Coman, S., Murdoch, D., & Stanley, K. (2020). Writing exceptional (specific, student and criterion-focused) rubrics for nursing studies. Nurse Education Practice, 49, 102851. doi: 10.1016/j.nepr.2020.102851
- Wolf, K., & Stevens, E. (2007). The role of rubrics in advancing and assessing student learning. Journal of Effective Teaching, 7(1), 3-14.
- Wu, X. V., Heng, M. A., & Wang, W. (2015). Nursing students’ experiences with the use of authentic assessment rubric and case approach in the clinical laboratories. Nurse Education Today, 35(4), 549-555. doi: 10.1016/j.nedt.2014.12.009
- Yükseköğretim Kurulu (YÖK). (2020). Küresel salgında yeni normalleşme süreci. Erişim adresi (01.09.2021): https://www.yok.gov.tr/Sayfalar/Haberler/2020/kuresel-salginda-yeni-normallesmesureci-kilavuzu.aspx
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Hemşirelik |
| Bölüm | Derleme Makaleleri |
| Yazarlar | |
| Erken Görünüm Tarihi | 17 Nisan 2023 |
| Yayımlanma Tarihi | 20 Nisan 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 5 Sayı: 1 |
Kaynak Göster
Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi'nin içeriği 
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