{"id":247,"date":"2017-02-03T10:49:00","date_gmt":"2017-02-03T16:49:00","guid":{"rendered":"https:\/\/www.unmc.edu\/ilearn\/?p=247"},"modified":"2026-01-23T10:51:51","modified_gmt":"2026-01-23T16:51:51","slug":"beyond-the-test-ways-to-assess-before-its-too-late","status":"publish","type":"post","link":"https:\/\/www.unmc.edu\/ilearn\/2017\/02\/03\/beyond-the-test-ways-to-assess-before-its-too-late\/","title":{"rendered":"Beyond the Test: Ways to Assess Before It\u2019s Too Late"},"content":{"rendered":"<div class=\"panel body-content\"><div class=\"panel__container\">\n<p>New curriculum requirements. New accrediting guidelines. Education through simulation. Teaching in the clinic. These are all changing the way faculty need to approach assessment. No longer are traditional, high-stakes multiple choice exams the sure-fire way to know where students are struggling.<br><strong>But how is a faculty member supposed to make this shift? Are there ways that aren\u2019t time consuming?<\/strong><br><a href=\"https:\/\/echo360.org\/media\/04de3697-b5a4-4a8f-b2f2-2fcd8d05f12e\/public\" target=\"_blank\" aria-label=\"Watch&nbsp;this&nbsp;interactive discussion, opens in a new window\" rel=\"noreferrer noopener\">Watch&nbsp;this&nbsp;interactive discussion<\/a> on creative ways to assess learning without a high stakes exam. Experts from across UNMC&#8217;s campus will provide over 25 ways you can quickly \u2014 and easily \u2014 determine your students\u2019 understanding.<br>We will cover ideas for the live classroom, with online adaptations, as well as ideas for the clinical setting. From no tech options to high tech solutions, this session offers a wide range of assessment techniques you can immediately add&nbsp;into your classes \u2014 with little fuss or time commitment!<br>You\u2019ll also gain new techniques to know instantly where students are struggling \u2014 or excelling \u2014 before they take a high-stakes exam. Plus, you\u2019ll see how you can find out what your students already understand, so you don\u2019t waste time covering the topic again and again.<br>At the conclusion of this session, you\u2019ll be better able to:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Utilize a broad array of targeted techniques for summative and formative assessment<\/li>\n\n\n\n<li>Adapt assessment techniques to suit unique educational goals and objectives<\/li>\n\n\n\n<li>Design innovative ways to help students assess their own learning gaps<\/li>\n<\/ul>\n\n\n\n<figure class=\"wp-block-image\"><a href=\"https:\/\/echo360.org\/media\/04de3697-b5a4-4a8f-b2f2-2fcd8d05f12e\/public\" target=\"_blank\" aria-label=\", opens in a new window\" rel=\"noreferrer noopener\"><img decoding=\"async\" src=\"https:\/\/ilearn.unmc.edu\/wp-content\/uploads\/2018\/04\/Watch-Session_220x47.png\" alt=\"Watch Session\" class=\"wp-image-1093\"\/><\/a><\/figure>\n\n\n\n<h3 class=\"wp-block-heading\">Key Presenters<\/h3>\n\n\n\n<p>Teresa Barry Hultquist, PhD, APRN-CNS, NE-BC,&nbsp;College of Nursing<br>Lisa Bartenhagen, MS, RT(R)(T),&nbsp;College of Allied Health Professions<br>Gary L. Beck Dallaghan, PhD,&nbsp;College of Medicine<br>Denise H. Britigan, PhD, MA, CHES,&nbsp;College of Public Health<br>Patti Carstens, MS,&nbsp;iEXCEL<br>Kristen M. Cook, PharmD, BCPS,&nbsp;College of Pharmacy<br>Beth Culross, PhD, RN, APRN-CNS, CRRN, GCNS-BC,&nbsp;College of Nursing<br>Tanya Custer, MS, RT(R)(T), College of Allied Health Professions<br>Kelly M. Deerson,&nbsp;Faculty Development<br>Kathryn J. Dybdall, MS, MA,&nbsp;College of Medicine<br>Charity Evans, MD, College of Medicine<br>Abbey Fingeret, MD,&nbsp;College of Medicine<br>Brandon Grimm, PhD, MPH,&nbsp;College of Public Health<br>Teresa Hartman, MLS,&nbsp;McGoogan Library of Medicine<br>Christina Jackson, EdD,&nbsp;College of Nursing \u2013 Kearney<br>Howard Y. Liu, MD,&nbsp;Faculty Development<br>Linda M. Love, EdD,&nbsp;Faculty Development<br>Sarah McBrien, MS,&nbsp;College of Medicine<br>Analisa McMillan, MSEd,&nbsp;College of Public Health<br>Kim Michael, MA, RT(R), RDMS, RVT,&nbsp;College of Allied Health Professions<br>Kimberly D. Schenarts, PhD,&nbsp;College of Medicine<br>Ron Shope, PhD,&nbsp;Interprofessional Academy of Educators<\/p>\n\n\n\n<div class=\"wp-block-buttons is-content-justification-center is-layout-flex wp-container-core-buttons-is-layout-16018d1d wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/echo360.org\/media\/04de3697-b5a4-4a8f-b2f2-2fcd8d05f12e\/public\">Ways To Assess Other Than Exam<\/a><\/div>\n<\/div>\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>New curriculum requirements. New accrediting guidelines. Education through simulation. Teaching in the clinic. These are all changing the way faculty need to approach assessment. No longer are traditional, high-stakes multiple choice exams the sure-fire way to know where students are struggling.But how is a faculty member supposed to make this shift? Are there ways that [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":29,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8,10,9,7],"tags":[53,54,19,56,24],"class_list":["post-247","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-classroom-teaching","category-clinical-teaching","category-online-teaching","category-teaching-learning","tag-active-learning","tag-assessment","tag-faculty-development","tag-learning","tag-teaching"],"_links":{"self":[{"href":"https:\/\/www.unmc.edu\/ilearn\/wp-json\/wp\/v2\/posts\/247","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.unmc.edu\/ilearn\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.unmc.edu\/ilearn\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.unmc.edu\/ilearn\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www.unmc.edu\/ilearn\/wp-json\/wp\/v2\/comments?post=247"}],"version-history":[{"count":1,"href":"https:\/\/www.unmc.edu\/ilearn\/wp-json\/wp\/v2\/posts\/247\/revisions"}],"predecessor-version":[{"id":248,"href":"https:\/\/www.unmc.edu\/ilearn\/wp-json\/wp\/v2\/posts\/247\/revisions\/248"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.unmc.edu\/ilearn\/wp-json\/wp\/v2\/media\/29"}],"wp:attachment":[{"href":"https:\/\/www.unmc.edu\/ilearn\/wp-json\/wp\/v2\/media?parent=247"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.unmc.edu\/ilearn\/wp-json\/wp\/v2\/categories?post=247"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.unmc.edu\/ilearn\/wp-json\/wp\/v2\/tags?post=247"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}