I had assessment backwards—treating it as a terminal measure of what students know rather than a diagnostic tool to use while learning is still in progress. The safety quiz example forced me to confront that. A passing score measured reading comprehension and recall instead of procedural competence on equipment. I had confused validity with convenience and built a barrier into my own classroom without recognizing it.

I am shifting toward more frequent, low-stakes formative checks embedded in daily shop work, offering students multiple ways to demonstrate competency and framing feedback around process and next steps rather than grades. The open… >>>

I am going to apply it by creating graphic organiziers for each subject we cover

Guest speakers are valuable.  I want to have more former students who are successfully working in thier career come back and talk to my students. 

I want to create notes with daily goals and post our objectives for the unit on a big poster so they can visually see as we work through it. 

I really struggled with attendance in externships and I love the idea of goal setting to create intrinsic value versus extrinsic value in completing their externships well. 

I said this in my video, but during this module, I realized that if we don't ask the question, they won't reflect! We have to create the impetus. 

I want to create learning goals for skills such as injections and take the "check off" out of it and replace it with learning goals so students focus on the knowledge rather than the skill check. 

I think clear learning goals will increase the common experience in my classroom and give a better foundation for attacking a really large scope of practice for medical asssiting. 

use a variety of assessments

plan a way to assess students daily