Introducing ReallyManaging Assessment

©2013 MyKnowledgeMap Ltd

Inspired assessment learning technology

Introducing ReallyManaging

Assessment from MyKnowledgeMapSteve Sidaway (

[email protected]

) and Tom Holland21 August 2013

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mailto:[email protected]

mailto:[email protected]



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This is MyKnowledgeMap:

2000

500,000



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We create Software to:

ASSESS Knowledge & Competency…

MANAGE Skills, 360-Degree & Talent…

& PROJECTS for Learning & Development.



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We’ve produced work for:Sector SkillsPrivate Professional

Health

Education

Public



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We’ve made these:

LEARNING PROGRESS REPORTING

Leeds School of Medicine- Assessing the Experience of New Members

LIFELONG LEARNING



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We’ve made these:

LIFELONG LEARNING

UpBete- Award winning patient education



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We work on these platforms:

Offline and Online

Online



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We integrate with these (and more…)



What have we learnt from

Leeds School of Medicine?

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• Quick, easy and immediate tools for providing tutor feedback can:

• Maximise teaching within time-bound assignments

• Support students with moment-of-need feedback

• Spread tutor workload to facilitate higher quality feedback - lots of regular comments rather than a bulk at the end of a placement

Improved tutor-student feedback loops can increase communication, engagement and overall student satisfaction.

In 2011, the NSS (National Student Survey) found that 97% of final year medical students at the University of Leeds were satisfied with their experience - an increase of 12% from the previous year. This was the first cohort of final year students to have been equipped with iPhones and mobile assessments.

Boost Student Satisfaction



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Enable “capturing the moment”

• This approach has:

• Spread student workload, improving the quality of submissions and responses

• Allowed students to make use of all “assessable” situations in the workplace

Allow students to capture valuable moments and experiences by providing assessments that can be completed anytime, anywhere.



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• Within each placement students are only required to submit 5 responses.

• But, when provided with tools to complete assessments anytime and anyplace, students began to submit more responses than were required.

• This increased student engagement, quality of evidence, quality of feedback and overall satisfaction.

No. students responding more than 5 times

2009 / 10 2010 / 11

Paediatrics 037 (15% of all

students)

GOSH 023 (9.6% of all

students)

CCCC37 (15.5% of all

students)56 (23% of all

students)

Psych 037 (15% of all

students)

Primary care 023 (9.6% of all

students)

Increased student engagement



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Encourage good habits

• Easy to use and easy to access means:

• Students are submitting work in a more timely fashion, managing their time more effectively

• Students are making more notes, capturing more opportunities and becoming more reflective

• Students see immediate benefit in being able to receive prompt feedback - motivating them to engage more

The iPhone changed everything. The medical school uses it in two main ways. The first is as an information resource. Students are given electronic copies of clinical handbooks and the British National Formulary. In the modern age, when white coats and their accompanying deep pockets are becoming a distant memory, this is an important function in itself.

However, it’s the second use—to support clinical learning—that I find most interesting. Gareth tells me that a dedicated app allows students to upload reflections on cases they have seen (with sensitive information removed) to an online portfolio in real time. Workplace-based assessments can also be completed on the spot by clinicians: in short, the iPhone is helping the medical school to provide consistent support for students, and to get them into good habits for the future.

Developing positive behaviours during education can serve students well downstream.

“

Niall Boyce writing in The Lancetvol. 379, issue. 9812, page. 209 - 21 Jan 2012



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Engage all stakeholders

• Capture observations when and wherever they may occur

• Provide validation of captured evidence - not just self-assessed experiences

• When done well you can even involve “non-registered” individuals who are typically excluded from the e-assessment process:

• Peers, managers, practice professionals, mentors, coaches - even customers and service users

Engaging a range of people in the assessment cycle can enrich student experiences and validate captured evidence.

Students are becoming more engaged and the process is “upping the stakes” of clinical encounters, promoting improved performance.

Students value seeing the positive feedback loops and are becoming more confident, adopting a self-select attitude - asking “can I do...?” and taking advantage of assessable situations.



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Manage quality - Supporting teaching staff is key to software adoption and tools to help with prioritisation of time is a great place to start• Highly visible alerts and notifications can draw attention to priority

areas

• Clear activity summaries can alert when students need attention or extra support

• Easy to read dashboards can help tutors manage their own SLAs for student feedback

• Gathering quality metrics and management information can also help to demonstrate quality of teaching, quality of feedback and value for money.

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Author, publish and manage simple tests and rich assessments on any device, online and offline, delivering proven results in challenging environments



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• Flexible Assessor workflow– Adapts to your processes

• Mobile devices, on & offline– Enabling Work Place Based Assessments

• Feedback and Alerts– Improves engagement, satisfaction and productivity

• Framework mapping– Delivers confidence in learning achievement

• Reporting and Analytics– Enables continuous improvement

• Progress file– Encourages good habits

• Systems Integration– Reduces operational and admin costs