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Performance Assessment: Formulate an Evidence-Based Dental H

EDU 607

Tania Nolin

on 10 December 2015

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Transcript of Performance Assessment: Formulate an Evidence-Based Dental H

Standard 2:
The identification of an individual’s health behaviors, attitudes, and oral health care needs for which a dental hygienist is educationally qualified and licensed to provide. The dental hygiene diagnosis requires evidence-based critical analysis and interpretation of assessments in order to reach conclusions about the patient’s dental hygiene treatment needs. The dental hygiene diagnosis provides the basis for the dental hygiene care plan.

Section I:
Analyze and interpret all assessment data to evaluate clinical findings and formulate the dental hygiene diagnosis.

(American Dental Hygienists' Association, 2014)
Student Template
The Standard
- Analyze and interpret all obtained assessment data and your clinical findings to formulate a dental hygiene diagnosis

Essential Question
- connects learning to the big picture - What can you do as a dental hygienist to improve the oral health of your patient?

Learning targets
- intended learning outcomes for the 33 learning targets written as “I can” statements

- To use your patient assessment and clinical findings to formulate a dental hygiene diagnosis and select dental hygiene treatment plan

- As the dental hygienist - formulate a dental hygiene diagnosis and select dental hygiene treatment based on the analysis and evaluation of your clinical findings and assessments data.

- Instructor - non-graded, formative assessment, self-assess, use the assessment as a guide for learning, receive instructor feedback throughout the process,

- Choose any patient - Perform assessment - Discuss clinical findings & assessment data with instructor - Analyze and interpret assessment data - Select dental hygiene treatment to improve oral health and reduce risk factors for oral disease

- Formulate a dental hygiene diagnosis and select dental hygiene treatment based on evidence from your assessment
Learning Target Topics
"The quality of both teaching and learning is enhanced when teachers and students aim for and reach specific and challenging learning targets"
Standard = Learning Goal
Assessment Critique Summary
American Dental Hygienists Association. (2014). Standards for clinical dental hygiene practice. Retrieved from

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria, VA: ASCD.

Brookhart, S. M. (2014). How to design questions and tasks to assess student thinking. Alexandria, VA: ASCD.

Chappuis, S., Chappuis, J., & Stiggins, R. (2009) The quest for quality. Educational Leadership 67(3), 14-19. Retrieved from

Greenstein, L. (2010). What teachers really need to know about formative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

Miller, A. (2012). Tame the beast: Tips for designing and using rubrics [Weblog]. Retrieved from

Moss, C. M., & Brookhart, S. M. (2012). Learning Targets: Helping students aim for understanding in today's lesson. Alexandria, VA: Association for Supervision and Curriculum Development.

Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2004). Part 2: Assessment methods. In, Classroom Assessment for Student Learning: Doing it Right-Using it Well. Retrieved from
Assessment Critique
Assessment for Learning
Performance Assessment: Formulate an Evidence-Based Dental Hygiene Diagnosis and Select Dental Hygiene Treatment
Tania Nolin, RDH, BS.
EDU 607
Post University

Formative assessment is not an additional instructional activity to be added on to what a teacher does but, rather, a planned
process that aligns with standards, goals, and objectives and proceeds in a logical sequence. When you use assessment consistently throughout instruction, it will help you move students from basic knowledge to deeper understanding and from knowledge and understanding to the higher cognitive levels of synthesis, analysis, and application"
(Greenstein, 2010, p. 36).
Distinct from the other criterion and measures learning of a particular aspect
A good assessment of all learning outcomes together - in this case the diagnosis and treatment plan
(Brookhart, 2013)
Dental hygiene diagnosis – components/definition/role
Attitudes, beliefs, and health behaviors that affect oral health
Plaque and calculus – sugar/acids
Caries formation
Risk factors for periodontal disease and caries
Periodontal disease/health
Evidence of disease
Radiographic images
Dental hygiene treatments/recommendations for behavior modification
Medical/dental history
Intra-oral and extra-oral exam
Periodontal assessment
Oral hygiene
Dietary counseling
Overall health & oral health
Limitations of dental hygiene treatment

**Standard is deconstructed into 33 learning targets

(Moss & Brookhart, 2012, p. 13).
Provides evidence of meaningful learning because the criterion are...

Criteria Assessed...
Dental Hygiene Diagnosis
Risk Factors
Periodontal Classification/State
Dental Hygiene Treatment
Measurement of Learning Progres...

Advanced Proficiency - Proficient - Not Yet Proficient
Key 1: Assessment serves a clear and appropriate purpose.
Purpose - The Standard & learning targets - clearly stated for use by instructor and student
Instructor & student - use results to measure proficiency, learning progress and inform future decisions about learning and/or instruction (Moss & Brookhart, 2012)
Key 2: Assessment reflects valued achievement targets.
Reflects four categories of learning targets (knowledge/understanding, reasoning, performance skill, product) as learning outcomes (Chappuis, Chappuis, & Stiggins, 2009).
Aligned with standard-based learning targets (Chappuis, Chappuis, & Stiggins, 2009).
Key 4: Communication
Language is appropriate for both teachers and students, using words (verbs) that describe what can be observed (Brookhart, 2013).
Learning targets are “lesson-sized chunk of learning” that define a single learning goal (Moss & Brookhart, 2012, p. 32).
Personal communication - provides the instructor opportunity to do a formative assessment to determine what the student knows and does not know (Stiggins, Arter, Chappuis, & Chappuis, 2004).
Key 5: Student Involvement.
Open-ended questions promote higher-level thinking and self-reflection on what has been learned (Brookhart, 2014).
Rubric guides their learning, self-reflection, and self-assessment to improve outcomes (Miller, 2012).
Key 3: Design
Use of learning targets help teachers and students to focus learning - ensures emphasis on relevant knowledge and understandings students need in order to develop standards-based competency (Moss & Brookhart, 2012).
Assessment task enlists all components of the learning targets (Chappuis, Chappuis, & Stiggins, 2009).
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