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How to Assess and Improve the Retention of Information in

Tony — Tue, 13 Jul 2010 15:43:23 +0000

Let’s suppose you are a trainer and you conduct training sessions within your organization.

At the end of the training or sometime later, you give your audience an assessment. They fill it out, give it back to you, and you take all the assessments and tabulate them. Because none of this information is of any use until after the fact, it makes life even more of a challenge when you want to design more complex trainings!

For example, when you conduct multiple sessions in one day, each connected to and building on the one before it, you truly don’t know if those you’ve trained are prepared for each successive session. Of course, if they’re as prepared as you want them to be, you know their minds won’t shut off during later sessions. They’ll be eager for and engaged in each successive session. And at the conclusion of the training they’ll realize the cumulative effect you’ve intended.

Assessment Technologies gives workplace trainers TurningPoint to gather attendee information while a training session is taking place:

1. We teach you how to use our software specifically designed to set up and transmit the assessment, evaluation, poll, or other content to those you are training. If you are a PowerPoint user, then 85% of the learning curve is done!
2. We provide you a Plug-n-Play RF USB receiver that allows you and your audience to transmit content within a 200 foot radius. You won’t need to string cables around, and you won’t need an Internet connection.
3. We provide you credit card size RF ResponseCard keypads that you will give to each person you are training, and they will use them to transmit information back to your laptop or desktop computer. And when they transmit it, it comes to you right away—automatically tabulated with all the information that’s been transmitted already (whether it is responses to an evaluation or assessment or answers to a poll or survey) and is immediately displayed on the screen for all to see. Nothing reinforces learning like seeing the correct or incorrect answer from an immediate reply.

So you’re able to:
1. In the moment, gauge what’s being absorbed and what isn’t and make adjustments as you see fit; and
2. Improve the short and long retention of the training curricula you’ve worked hard to develop!

Progress Book

Donna — Wed, 31 Mar 2010 16:48:44 +0000

Hey Progress Book users! You can now upload your TurningPoint results right into Progress Book. Attached are video instructions on how it works. These videos will demonstrate:

how to import data from DASL to TurningPoint to create a participant list
how to export session data for Progress Book
how to import session data into Progress Book

You do need a scheme for all of this to work so contact your sales representative and he or she will email it to you.

Progress Book1 – DASL – participant list

Progress Book2 – running a session and preparing for PB

Progress Book3 – importing into PB

ARS Gross Anatomy

Tony — Thu, 25 Mar 2010 14:05:23 +0000

Descriptive Article
Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: Perceptions of peer teachers and students
Kevin R. Wait, Beth A. Cloud, Lindsey A. Forster, Tiffany M. Jones, Jessica J. Nokleby, Cortney R. Wolfe, James W. Youdas *
Program in Physical Therapy, Mayo School of Health Sciences, Mayo Clinic, Rochester, Minnesota
ABSTRACT
An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system’s ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students’ level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy. Anat Sci Educ 2: 286-293, 2009. © 2009 American Association of Anatomists.

Preparing for state testing

Donna — Fri, 08 Jan 2010 22:01:15 +0000

Have you used your TurningPoint set to prepare your students for the OAT or OGT test? Using your response system does more than grab the kids attention. The students will actually retain more information. Black and Wiliam (1998b) did extensive research on the subject and concluded that feedback given during formative assessment helped learners become aware of their learning gaps. This helps the students correct their mistakes and narrow knowledge gaps.

TurningPoint is an excellent tool for formative assessment. You can use the released OAT/OGT questions already created for you or you can use other resources with your TurningPoint AnyWhere software. Click on this link to see some resources that are perfect for this tool: http://delicious.com/donnajackson/Anywhere .

What resources have you found to be most effective? Please post a comment and share it with us.