Professional Documents
Culture Documents
Daniel Stevens
Colorado State University
EDAE 664
1
Assessment Plan
Gall stones are an extremely common medical condition, resulting in 700,000 surgeries per
year to address the condition (Science Daily, 2016). The most common method of treating this
condition is through removal of the gall bladder through small ports placed into the abdomen to
allow for laparoscopic surgery. During this procedure, called a laparoscopic cholecystectomy,
several special types of x-rays are often taken to identify the location of the stones and to assist
in their removal. A radioactive dye is injected into the neck of the gall bladder via a special
catheter (tube), then the x-ray is taken. For the stone removal portion of the surgery, balloons,
special scopes, wires, and flexible baskets are used in a very specific sequence to aid in the stone
removal. During the course of instruction, Cholangiography and Common Bile Duct Exploration
(CBDE), students are introduced to the anatomy and physiology, pathology, methods of
correction, and appropriate use of medical device products for this condition. For the products
that they will be learning, and assessed on, there are five different cholangiography catheters,
The assessments for this course are primarily in the higher order thinking, and problem-
solving domain. The formative assessments will be implemented to assess the student’s
and development of problem solving skills. The sequential steps of building the student’s
knowledge and skills through demonstration, review, and feedback, all align with my educational
developed from Angelo and Crosses’ Classroom Assessment Techniques, Jossey-Bass, 1993.
Assessment Plan
Lesson goal: At the end of this lesson, each student will be able to state the relevant gross
anatomy, causes, procedures, and applicable devices, for the treatment of biliary stones.
Learning objectives:
• The student will be able to correctly identify the gross anatomical structures of the biliary
tree on a diagram.
• Given a list of vocabulary around biliary stones, the student will be able to define each of
• Given a picture, the student will be able to correctly identify Cook Cholangiography, and
Common Bile Duct Exploration sets by name, French size, application, and features.
• In a role-play scenario, the student will demonstrate to another person the correct
functional application of all relevant products, and the steps involved, per the products
Assessment Plan
Purpose: This assessment will allow the instructor to assess the student’s schema for how the
different aspects of cholangiography and common bile duct exploration, the tools needed, and
the procedural decision algorithm, are developing. This will also be used as a method of
Timing: This assessment will be implemented near the end of the first day, after the introduction
Description: The concept map is a conceptual drawing that demonstrates the students
understanding of the major concepts of the subject, and their relationship to each other (Angelo
& Cross, 1993). For the students in this class the key concepts would be; performing a
Purpose: This assessment will test a student’s ability to recall key elements of information in a
Timing: This assessment will be implemented the second day of the course, first thing in the
morning. Allowing for the first day to introduce the vocabulary, products, and details, then
Description: This assessment utilizes a diagram of boxes and rows to show the relationship of
Purpose: This CAT will provide the students opportunities to analyze a problem during the
sequential steps of gall bladder surgery (laparoscopic cholecystectomy), and identify solutions to
Timing: This will be a late stage CAT, after the students have demonstrated a strong
Description: The student will be presented with several problems, or challenges, that can
routinely occur during gall bladder surgery, then guided through the decision-making process to
Assessment Plan
correct the problem, work around the problem, or consider another alternative if the problem
cannot be corrected. The intention of this CAT is recognition of the problem, and methods of
Intended Outcomes
The purpose of these assessments will be to determine if the students are learning, and are
able to apply, the new vocabulary, procedural concepts, and procedural sequencing for the
steps of treatment is the critical first step to understanding the course of this surgery. The
assessment of vocabulary, with the Memory Matrix, is the next step so that the students can
reinforce and integrate the correct vocabulary into the big picture, procedural steps of the
Concept Map. The final assessment, Problem Recognition Tasks, will integrate the other learning
concepts into applied knowledge, and assess the student’s ability to problem solve during the
surgery. The final summative assessment for this course will integrate all aspects of the previous
assessments into a role-play scenario where the student will guide another person through the
procedural steps of this surgery. The grading rubric will assess the student’s integration of the
correct vocabulary, the correct sequence of steps, and problem-solving skills in a simulated
environment.
Assessment Plan
Bibliography
Angelo, T.A., & Cross, K.P. (1993). Techniques for assessing course-related knowledge and skills. In
Classroom assessment techniques A handbook for college teachers (2 ed., pp. 113-218). San